Teaching English Language Learners: What the Research Does — and Does Not — Say | Colorín ColoradoThe concept of integrating ESL learners into the mainstream curriculum has been the subject of debate amongst educationalists and policy makers in many parts of the English-speaking countries in the past 30 years. The issues concerning the integration of ESL students into the mainstream curriculum are multi-dimensional—the label of ESL itself appears to be part linguistic, part educational, part social, and part political. The main purpose of this chapter is to give an account of the multidimensionality of ESL curriculum and practice. The developments in ESL curriculum and pedagogy within the mainstream education system will be looked at first. The influences of wider concerns such as social integration, and rights and entitlements to equal opportunity in public provision will be discussed next. Recent experiences in California, England, and Victoria will be drawn on to illustrate the multi-dimensional nature of ESL policy and practice. This chapter will conclude with some deliberations on the formulation of an analytical framework that may be used to critically examine any ESL curriculum and practice.
Integrating School-Aged ESL Learners into the Mainstream Curriculum
School districts in Texas are required by state law to assess the English language proficiency of all students whose Home Language Survey indicates that the home language is a language other than English. The goal of both programs is to enable English language learners to become competent in the reading, listening, speaking, and writing of the English language through the development of literacy and academic skills in grade level content areas. The following resource documents provide guidance from TEA related to English language learners:. Student eligibility for the program is determined through the administration of Spanish and English language proficiency tests, and parent permission is required for entrance into the program. Bilingual education affords students of limited English proficiency an equal opportunity to master grade level TEKS using their native Spanish language while attaining proficiency in English. The amount of English used increases as the student acquires academic English proficiency, and the content area instruction is reinforced with the English Language Proficiency Standards ELPS.
This article' will begin with a brief review of current work in developing bilingual and monolingual reading materials based on traditional folk stories. It will also briefly refer to studies of story telling occurring in the course of conversations. Manejieh then translates the finished version into Farsi.
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From: Rebecca H. Jean C. Each school district, in its comprehensive plan developed pursuant to section Such considerations include, but are not limited to:. This does not mean, however, that specially designed instruction e.