Teaching Reading to Low-Literate Language Minority High School Students.Report as inadecuate

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This paper, written from the perspective of a classroom teacher who is also the child of immigrant parents, examines issues related to teaching reading to low-literate minority students for whom English is not their first language. The paper presents background issues, examines the process of language acquisition, and focuses on the following: the political context (this country is in the middle of a controversy over bilingual issues, with several states arguing over how to teach new immigrants and various federal mandates about bilingual education); educational factors that affect the process of gaining English proficiency (teacher effectiveness and student motivation); cultural factors that influence immigrants' adjustment to U.S. education (including language); key principles of second language acquisition (e.g., literacy in the first language); age and second language acquisition; language and meaning (the importance of cultural relevance); and instructional strategies (environment, meaning and the language experience approach, content-centered approach, and cooperative learning). (Contains 93 references.) (SM)

Descriptors: Age Differences, Bilingual Education, Bilingual Students, Classroom Environment, Cooperative Learning, Cultural Differences, Cultural Influences, Culturally Relevant Education, English (Second Language), Federal Legislation, High School Students, High Schools, Immigrants, Literacy Education, Minority Group Children, Reading Instruction, Reading Skills, Student Motivation, Teacher Effectiveness, Teaching Methods

Author: Thomas, Thomas

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9272&id=ED462014

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