ERIC Number: ED453028
Record Type: RIE
Publication Date: 2001-Mar
Who Me? The Dilemma of Rural Special Education in the English Language Learner World.
From 1989 to 2000, the K-12 population of English language learners doubled in the United States and more than tripled in 12 states. When small rural schools first enroll children whose first language is not English, there may be no teachers endorsed specifically to meet linguistic needs, and special educators may be called on for advice. Special education teachers have been trained to meet a variety of special needs, and they are accustomed to involving the family in determining the strengths and needs of a student. In seeking to develop methods and strategies that are sound and functional, special educators can encourage the general educators in their school to provide a balanced educational experience that encompasses systematic phonics-based instruction and a print-rich environment. Vocabulary development is critical to the academic success of English language learners. Various principles and strategies of vocabulary instruction are discussed, including learning from context, teaching word meaning, keyword strategies, and explicit study systems. The valuable resource of peers, whether they know the dominant language of their fellow student or not, can provide a meaningful, interactive, educational experience for all involved. The success of one second-grade English language learner is briefly described. (Contains 25 references and 3 resources.) (SV)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Growing Partnerships for Rural Special Education. Conference Proceedings (San Diego, CA, March 29-31, 2001); see RC 022 965.