ERIC Number: EJ745439
Record Type: Journal
Publication Date: 2005
A View from the Classroom
Educational Leadership, v62 n4 p40-44 Dec 2004-Jan 2005
The ongoing debate between advocates of bilingual education and advocates of English-only instruction often fails to acknowledge classroom realities. The author, who has taught native Spanish speaking students in a variety of settings, draws on her experience to explain that not all bilingual programs are the same and that no program will guarantee success for all students in all settings. She describes her experience in a dual language immersion school as the ideal and most natural setting for students to become literate in both their native language and English. Subsequent experiences teaching 1st, 4th, and 5th grade English language learners convinced her that students acquire a second language most easily if they develop literacy skills and content knowledge in their native language, have opportunities to interact with English-speaking peers, and learn with students of different ability levels.
Descriptors: Literacy, Native Language Instruction, English (Second Language), Immersion Programs, Immigrants, Teaching Experience, Elementary School Students, Bilingual Education, Second Language Learning, Grouping (Instructional Purposes), Reading Skills, Reading Instruction
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A