Beyond ESL: The Teaching of Content Other than Language Arts in Bilingual Education.

Autor/in	Jacobson, Rodolfo
Titel	Beyond ESL: The Teaching of Content Other than Language Arts in Bilingual Education.
Quelle	(1978), (10 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Bilingual Education; Bilingualism; Code Switching (Language); Elementary Education; English (Second Language); Language of Instruction; Language Proficiency; Language Usage; Learning Motivation; Psycholinguistics; Second Language Learning; Sociolinguistics; Student Teacher Relationship; Teacher Workshops; Teaching Methods; Teaching Skills + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Motivation for studies; Lernmotivation; Psycholinguistik; Zweitsprachenerwerb; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	A method in bilingual education by which subjects can be taught in two languages, known as "the Concurrent Approach," is the school curriculum defined and discussed here. After a brief overview of the professional literature, the rationale for the implementation of this approach is offered on the basis of four criteria: (1) mental processes, (2) community patterns, (3) adaptation to these patterns to satisfy pedagogical objectives and (4) sociolinguistic reinterpretation of the roles of teacher and class. The central argument focuses on the "General Theme" and the "System of Cues." The theme emphasizes the equal prestige of both codes, and the cues stress the four fundamental notions of interpersonal relationships, language development, curriculum and classroom strategies. The implementation of the approach is then summarized and a bilingual workshop described where teachers have been trained in concurrent teaching techniques. It is concluded that, except for the teaching of language arts, bilingual children should be taught concurrently in their two languages; bilingual teachers should, therefore, acquire expertise in the set of strategies that incorporates sociolinguistic sensitivity, identification of socio-pedagogical cues, and conscious manipulation of switching practices. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01