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A study investigated the kinds of English literacy experiences of English-as-a-Second-Language (ESL) students in a an all-English mainstream classroom, the conceptualizations of ESL students and their English language literacy learning held by a monolingual English-speaking teacher, and instructional strategies used to facilitate ESL students' English language literacy. Subjects were the monolingual teacher, five ESL students, and one native English-speaking student in a mainstream grade 2/3 class with a majority of ESL learners. Data were collected through classroom observation and an interview with the teacher. Results show: (1) heavy dependence on ability-group reading instruction, with ESL children routinely placed in low-ability groups, (2) special effort on the part of school and teacher to create a friendly learning environment, but little connection between the congenial environment and promotion of ESL students' literacy learning, and (3) teacher expectation that the ESL students would learn reading in the same way that native English-speaking children would. Contains 31 references. (MSE)

Descriptors: Classroom Communication, Discourse Analysis, English (Second Language), Grade 2, Grade 3, Grouping (Instructional Purposes), Language of Instruction, Language Role, Learning Problems, Limited English Speaking, Primary Education, Reading Instruction, Transitional Programs











Autor: Leu, Shwu-yi

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8192&id=ED408828







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