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ERIC Number: EJ847725
Record Type: Journal
Publication Date: 2005
Pages: 14
Abstractor: ERIC
Reference Count: 55
ISSN: ISSN-0160-5429
Meeting the Needs of Immigrant Students with Limited English Ability
Garrett, Jerry E.; Holcomb, Shannon
International Education, v35 n1 p49-62 Fall 2005
Eventual success with the school learning experience requires students to master skills and educational concepts, which can only result from maintaining appropriate behavior. For immigrant children and youth with limited English ability, adaptation has somewhat of a different connotation than what this entails for nonimmigrant learners and includes (a) acquiring English language skills and the ability to communicate with others, (b) understanding classroom routine, and (c) behavioral control in the classroom (Smith-Davis, 2004; Spomer, 2001). Gaining proficiency with English is vital to attaining these expectations. This article discusses some of the struggles that immigrant students with limited English ability encounter in adapting to the American school system, pedagogical strategies that have enhanced the educational performance of ELLs, how this greater educational performance improves relations between the school and community, and legal requirements of school corporations to educate English deficient students.
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A