Overcoming the Language Barrier to Education. CATESOL Occasional Papers, No. 5.

Autor/in	Spolsky, Bernard
Institution	California Association of Teachers of English to Speakers of Other Languages.
Titel	Overcoming the Language Barrier to Education. CATESOL Occasional Papers, No. 5.
Quelle	(1979), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Bilingual Education; Bilingual Students; Cognitive Style; Curriculum; Educational Policy; Elementary Secondary Education; English (Second Language); Language Maintenance; Language of Instruction; Language Variation; Learning Modalities; Navajo; Second Language Instruction; Second Language Learning; Sociolinguistics; Standard Spoken Usage; Teacher Role; Teaching Methods; Written Language + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Cognitive styles; Kognitiver Stil; Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachpflege; Teaching language; Unterrichtssprache; Sprachenvielfalt; Lernumgebung; Fremdsprachenunterricht; Zweitsprachenerwerb; Soziolinguistik; Gesprochene Sprache; Umgangssprache; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Geschriebene Sprache
Abstract	The relationship between teaching English to speakers of other languages and bilingual education is explored through three dimensions in language education: participants, channels, and codes. Language barriers to education can be found in each of these. As student participants become more numerous and more linguistically diverse, the educational system, geared for one language, falters. Participant teachers often do not speak the language of their students. The traditional channels for education (reading and writing), haven't considered the oral tradition of many children's pre-school education. The language code used in school, the standard dialect, is often not the variety used at home. To overcome these barriers, educators must: (1) recognize that the school does teach the child a new language or variety, (2) recognize that the learner is a fluent speaker of some language, (3) respect the value of the new variety being taught, (4) respect and strengthen mastery of the home variety or language and (5) ensure that the new curriculum and methods don't challenge or limit the respect due the old. (PMJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC