Helping Limited English Proficient Children Communicate in the Classroom [electronic resource] : A Handbook for Teachers. Program Information Guide Series, Number 9 / Carmen Simich-Dudgeon and Others.
This handbook for teachers highlights issues related to the verbal participation of limited-English-proficient (LEP) students in the classroom, and provides suggestions for encouraging and integrating LEP students more fully into the ongoing verbal interaction in the regular classroom. The handbook&...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1989.
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| Subjects: |
MARC
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| 100 | 1 | |a Simich-Dudgeon, Carmen. | |
| 245 | 1 | 0 | |a Helping Limited English Proficient Children Communicate in the Classroom |h [electronic resource] : |b A Handbook for Teachers. Program Information Guide Series, Number 9 / |c Carmen Simich-Dudgeon and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1989. | ||
| 300 | |a 27 p. | ||
| 500 | |a ERIC Document Number: ED307810. | ||
| 500 | |a Availability: National Clearinghouse for Bilingual Education, 8737 Colesville Rd., Suite 900, Silver Spring, MD 20910. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: 300860069. |5 ericd. | ||
| 520 | |a This handbook for teachers highlights issues related to the verbal participation of limited-English-proficient (LEP) students in the classroom, and provides suggestions for encouraging and integrating LEP students more fully into the ongoing verbal interaction in the regular classroom. The handbook's suggestions are based on the results of a 3-year collaborative study between the Center for Applied Linguistics and Fairfax (Virginia) County Public Schools which sought (1) to identify significant features in the responses of students who were identified by their teachers as "successful communicators/responders" during acadedmic verbal interaction, and (2) to translate these findings into teacher strategies that promote language and cognitive growth. The handbook focuses primarily on the use of language by students and teachers during verbal review, the time during the lesson when the teacher asks questions about material previously taught. The handbook is organized into two major sections, each containing short "capsules" that summarize the research results and present suggestions for classroom use. Many of the suggestions include examples of dialogue between a student and a teacher. The first section presents some general ideas for structuring classroom interaction and outlines specific strategies for making classroom interaction expectations more explicit. The second section presents specific strategies for dealing with the special problems of LEP students. (JD) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Classroom Communication. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Limited English Speaking. |2 ericd. |
| 650 | 0 | 7 | |a Resource Units. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Response. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Student Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Models. |2 ericd. |
| 650 | 1 | 7 | |a Verbal Communication. |2 ericd. |
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