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ERIC Number: EJ910117
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 32
Rethinking Literacy Instruction to Non-LEP/ESL-Labeled Language Minority Students
Pu, Chang
Literacy Teaching and Learning, v15 n1-2 p137-155 2010
This qualitative study examines three non-limited English proficiency (LEP)/English as a second language (ESL)-labeled Chinese American students' English language and literacy performance in mainstream classrooms. Multiple methods were adopted for data collection, including interviewing the focal students' teachers and their parents, observing and audiotaping classroom interactions, and collecting student work. Findings indicate that although the focal students passed the ESL placement test and standardized tests when entering public school, they still showed needs in developing specific areas in English as a second language and sociolinguistic competence. However, findings demonstrated that such needs have been overlooked in class and also ignored by the mainstream curriculum. Even if their teachers noticed that the focal students' use of English language was different from other English monolingual students, the teachers did not consider the difference as a serious problem and did not feel the need to make any accommodations for them. Therefore, this study attempts to expand mainstream teachers' understanding of language minority students; it advocates that literacy developmental needs of language minority students should not be understood simply through labels used by schools to classify students and scores that students obtained on high-stakes tests which are the judgmental criterion of mainstream valuing. (Contains 1 table.)
Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A