ERIC Number: ED464488
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Language Minority Students in the Mainstream Classroom. 2nd Edition. Bilingual Education and Bilingualism 33.
Carrasquillo, Angela L.; Rodriguez, Vivian
This book integrates current second language teaching and learning theories and instructional strategies, helping to make mainstream educators aware that language minority students, especially those who are not totally proficient in English, need special attention, appropriate assessment, an appropriate language environment, and a challenging curriculum. Ten chapters include the following: (1) "Limited English Proficient Students in the Mainstream Classroom"; (2) "Limited English Proficient Students/English Language Learners: Who Are They?"; (3) "Cultural and Linguistic Diversity in the Classroom"; (4) "Alternatives to Mainstreaming"; (5) "The Integrated Development of Oral and Written Language"; (6) "Instructional Strategies for LEP/ELL Students' Oral and Written English"; (7)"Integrating Language and Social Studies Learning"; (8) "Integrating Language and Science Learning"; (9) "Integrating Language and Mathematics Learning"; and (10) "The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL Students." (Contains approximately 269 references.) (SM)
Descriptors: Diversity (Student), Elementary Secondary Education, English (Second Language), Immigrants, Language Arts, Language Minorities, Limited English Speaking, Mainstreaming, Mathematics Education, Oral Language, Reading Comprehension, Science Education, Second Language Learning, Social Studies, Student Evaluation, Teacher Role, Teaching Methods, Written Language
Multilingual Matters, Ltd., UTP Distribution, 2250 Military Road, Tonawanda, NY 14150 (paperback: ISBN-1-85359-564-0, $19.95; hardcover: ISBN-1-85359-565-9, $59.95). Tel: 416-667-7791; Fax: 416-667-7832; e-mail: firstname.lastname@example.org; Web site: http://www.multilingual-matters.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A