Full Description
The purpose of this book is to make mainstream educators aware that language minority students, especially the limited English proficient (LEP), need special attention: appropriate assessment, appropriate language environment, a challenging curriculum and a creative delivery of instruction relevant to their English language development as well as their performance in subject matter, content and skills. The book emphasises that at the classroom level, modifications are needed in the content and the manner teachers organise and deliver instructions to students and the way teachers assess language content and learning. The focus in all the 12 chapters is on providing theory and practical strategies to make content relevant and understandable to these students, who may lack English language experience, background and proficiency.
Contents
Limited-English-proficient students in mainstream classroom; limited-English-proficient students - who are they?; culturally and linguistic diversity in the classroom; alternatives to mainstreaming; the integrated development of oral and written language; instructional strategies for LEP students' oral and written English language development; integrating language and social studies learning; integrating language and science learning; integrating language and mathematics learning; the role of teachers in the development of linguistic, cognitive and academic skills of LEP students.
