Effective practices for bilingual/ESL teachers. Classroom strategies for limited English proficient students.

Autor/in	Cochran, Connie E.
Titel	Effective practices for bilingual/ESL teachers. Classroom strategies for limited English proficient students.
Quelle	(1985), 74 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Kultur; Bewusstmachung; Kommunikation; Soziale Rolle; Effizienz; Englisch; Frage; Fremdsprachenunterricht; Information; Interaktion; Kommunikation; Schüler; Soziale Rolle; Spracherwerb; Sprachkompetenz; Kultur; Übung; Handbuch; Kognitives Lernen; Lehrerrolle; Schüler; Interaktion; Kognitives Lernen; Frage; Methodik; Übung; Lehrmaterial; Spracherwerb; Sprachkompetenz; Fremdsprachenunterricht; Zweitsprache; Englisch; Bilingualismus; Effizienz; Handbuch; Zweitsprache; Information
Abstract	This manual was developed, as a result of a state policy establishing high school graduation requirements for limited-English-proficient (LEP) students, to provide teachers with resources for improving instruction of the LEP population. The manual describes classroom strategies based on current theory and research on second language acquisition. It consists of three sections: (1) effective practices associated with second language acquisition, including a low-anxiety environment, meaningful communication, listening time before speech is required, provision of many opportunities to speak, use of native language literacy as a basis for second language skills, and use of a variety of teaching techniques and materials; (2) language transition in the content areas, including use of student cues to adjust the level of English used, designation of specific portions of content area material for practicing English, effective questioning techniques, and establishment of good academic second language proficiency before mainstreaming; and (3) cultural considerations in the classroom, including frequent use of cultural information, anticipating areas of cultural conflict, collecting background information on schooling in students' home countries, clarification of teacher and pupil roles, recognition of verbal and non-verbal cultural behaviors, observation of student interaction preferences, and adaptation of instruction to differences in cognitive styles. A list of 26 references is included.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)