ERIC Number: ED481649
Record Type: RIE
Publication Date: 2004
Reference Count: N/A
Effective Instruction: Integrating Language and Literacy.
Migrant children lag behind other students in learning to read and in reading achievement, outcomes that negatively affect other areas of academic achievement. This chapter examines the academic, social, and emotional needs of migrant students in elementary classrooms and describes strategies to facilitate language and literacy development for culturally and linguistically diverse migrant students. Sections discuss the importance of relevant language experiences to effective literacy instruction; creating an attractive classroom environment rich with print materials in both the native and second languages; the relationship of teacher attitudes and expectations to student achievement; understanding and integrating what children already know as a foundation for further learning and achievement; incorporation of English-as-a-second-language standards; strategies for promoting vocabulary development; writing instruction entwined with reading instruction; and the influence of classroom grouping practices and cooperative learning on children's self-esteem, motivation, and achievement. Addressing the educational needs of young migrant students requires teachers to examine their own assumptions about literacy and about students whose backgrounds differ from their own. (SV)
Descriptors: Classroom Environment, Cooperative Learning, Educational Strategies, Elementary Education, Emergent Literacy, English (Second Language), Migrant Education, Prior Learning, Reading Instruction, Relevance (Education), Teacher Student Relationship, Vocabulary Development, Writing Instruction
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Chapter 15 in: Scholars in the Field: The Challenges of Migrant Education; see RC 024 211.