Effective Approaches to Teaching Young Mexican Immigrant Children. ERIC Digest.

Autor/inn/en	de Atiles, Julia Reguero; Allexsaht-Snider, Martha
Institution	ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.
Titel	Effective Approaches to Teaching Young Mexican Immigrant Children. ERIC Digest.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Classroom Communication; Educational Strategies; Elementary Education; Hispanic American Students; Immigrants; Limited English Speaking; Mexican American Education; Preschool Education; Second Language Learning; Teacher Clarity; Young Children + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Klassengespräch; Lehrstrategie; Elementarunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Pre-school education; Vorschulerziehung; Zweitsprachenerwerb; Frühe Kindheit
Abstract	Of the 22 million children currently enrolled in U.S. schools, more than 2 million have limited English proficiency. Preschoolers and elementary-age children make up the greatest proportion of the immigrant student population, and many teachers need support in educating these young, linguistically diverse students. This digest reviews proven educational strategies for working with Mexican and other immigrant children. Myths about the second-language learner and the complexity and lengthiness of the process of second-language acquisition are briefly discussed. The following teaching strategies for preschool and elementary teachers are described: 1) encourage development of the child's first language; (2) provide visible signs of children's first language, and learn Spanish; (3) learn about Mexican culture, and teach acceptance; (4) be sensitive to children's struggles, and follow a classroom routine; (5) acknowledge children's strengths, and use portfolio-style assessment; (6) plan real-world language lessons, and provide a print-rich environment; (7) communicate clearly; (8) allow for the developing stages of language production; (9) aim for comprehension; and (10) allow children opportunities to practice their language skills with peers, and encourage student participation. (Contains 29 references.) (SV)
Anmerkungen	ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120 (Toll Free). For full text: http://www.ael.org/eric/digests/edorc02-13.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC