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ERIC Number: EJ1087090
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1916-4742
Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?
Somé-Guiébré, Esther
English Language Teaching, v9 n1 p33-40 2016
This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom. The student participants in this study (two French speaking African students) were all permanent residents in the United States. They were all born and schooled in their home countries and were fluent in French (the language of instruction in their home countries). Since their immigration to the U.S. with their parents, the children have been confronted to several linguistic, social, cultural, and economic challenges that slowed down their academic progress and achievement. This paper uses Krashen's (2005) discussion on language acquisition to argue that specific classroom practices can hinder the literacy development of immigrant children. The data used for this discussion was collected through the observation of a 5th grade classroom, informal conversations with two French speaking African students, and interviews with their mainstream teacher as well as their English as a Second Language (ESL) teachers.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa