La enseñanza del inglés a estudiantes inmigrantes en Estados Unidos: Un breve resumen de programas y métodos
Palabras clave:
Aprendizaje de segundo idioma, enseñanza de segundo idioma, política educativa, grupos minoritarios, habilidades de lenguaje, inmigrantes.Resumen
Actualmente, cerca del diez por ciento de los alumnos matriculados en escuelas públicas estadounidenses están clasificados como English Language Learners (ELL), es decir, alumnos que están aprendiendo inglés. El reto más importante que plantea esta población a las autoridades educativas de los distritos escolares y de las escuelas a las que asisten es cómo hallar la manera más efectiva de enseñarles tanto el inglés como los contenidos académicos correspondientes al grado que cursan. Dado que los métodos utilizados tradicionalmente no les enseñaban ni el vocabulario ni los contenidos necesarios para aprender asignaturas como matemáticas o ciencias, estos alumnos quedaban retrasados académicamente respecto a sus compañeros angloparlantes. Por tanto, era necesaria una evolución hacia una mayor integración de la enseñanza del idioma y de los contenidos. El presente artículo resume los objetivos de los métodos tradicionales, detalla los cambios de las últimas décadas para mejorar la enseñanza simultánea del inglés y de los contenidos académicos y concluye con una explicación de las técnicas más usadas en la actualidad.Descargas
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Referencias
Brinton, D. M., Snow, M. A., y Wesche, M. B. (1989). Content-based second language instruction. Boston: Heinle and Heinle.
Brown, H. G. (2001). Teaching by principles: An interactive approach to language pedagogy (3a. ed.). Nueva York: Addison-Wesley Longman.
Castro Feinberg, R. (2002). Bilingual education: A reference handbook. Santa Barbara, CA: ABC-CLIO.
Chamot, A. U. y O’Malley, J. M. (1989). The cognitive academic language learning approach. En P. Rigg y V. Allen (Eds.): When they don’t all speak English: Integrating the ESL student into the regular classroom (pp. 108-125). Urbana, IL: NCTE.
Chamot, A. U. y O’Malley, J. M. (1994). The CALLA handbook: How to implement the cognitive academic language learning approach. Reading, MA: Addison-Wesley.
Crandall, J. (Ed.). (1987). ESL through content areas instruction: Mathematics, Science, Social Studies. Englewood Cliffs, NY: Prentice-Hall Regents.
Díaz-Rico, L. T. y Weed, K. Z. (2002). The crosscultural, language, and academia development handbook: A complete K-12 reference guide (2a. ed.). Boston, MA: Allyn and Bacon.
Echevarria, J. y Graves, A. (2003). Sheltered content instruction: Teaching English language learners with diverse abilities (2a. ed.). Boston, MA: Allyn and Bacon.
Echevarria, J., Vogt, M. y Short, D. J. (2000). Making content comprehensible for English Language Learners: The SIOP model. Boston, MA: Allyn and Bacon.
Faltis, C. J. y Hudelson, S. (1998). Bilingual education in elementary and secondary school communities: Toward understanding and caring. Boston, MA: Allyn and Bacon.
Freeman, D. y Freeman, Y. (1995). Whatever happened to sheltered English? CABE Newsletter, 18 (2), 5, 12-13.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
Krashen, S. (1985). Inquiries and insights. Hayward, CA: Alemany Press.
Krashen, S. (1996). Under attack: The case against bilingual education. Culver City, CA: Language Education Associates.
Krashen, S. y Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Marshall, P. L. (2002). Cultural diversity in our schools. Belmont: Wadsworth-Thomson Learning.
National Clearinghouse for English Language Acquisition. (2003, 3 de mayo). State resource pages. Consultado el 1 de julio de 2003:
http://www.ncela.gwu.edu/states/index.htm#STATES
Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3a ed.). Menlo Park, CA: Longman.
Ovando, C. J., Collier, V. P. y Combs, M. C. (2003). Bilingual and ESL classrooms: Teaching in multicultural contexts (3a ed.). Boston, MA: McGrawHill.
Padolsky, D. (2002a). How has the English language learner population changed in recent years? Washington, DC: National Clearinghouse for English Language Acquisition.
Padolsky, D. (2002b). What are the most common language groups for ELL students? Washington, DC: National Clearinghouse for English Language Acquisition.
Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language classroom. Nueva York: Longman.
Richards, J. C. y Rodgers, T. S. (2001). Approaches and methods in language teaching (2a. ed.). Nueva York: Cambridge University Press.
Rothstein, R. (1998). The way we were? The myths and realities of America’s student achievement. Nueva York: The Century Foundation Press.
Zainuddin, H., Yahya, N., Morales-Jones, C. A. y Ariza, E. N. (2002). Fundamentals of teaching English to speakers of other language in K-12 mainstream classrooms. Dubuque: Kendall/Hunt.
Brown, H. G. (2001). Teaching by principles: An interactive approach to language pedagogy (3a. ed.). Nueva York: Addison-Wesley Longman.
Castro Feinberg, R. (2002). Bilingual education: A reference handbook. Santa Barbara, CA: ABC-CLIO.
Chamot, A. U. y O’Malley, J. M. (1989). The cognitive academic language learning approach. En P. Rigg y V. Allen (Eds.): When they don’t all speak English: Integrating the ESL student into the regular classroom (pp. 108-125). Urbana, IL: NCTE.
Chamot, A. U. y O’Malley, J. M. (1994). The CALLA handbook: How to implement the cognitive academic language learning approach. Reading, MA: Addison-Wesley.
Crandall, J. (Ed.). (1987). ESL through content areas instruction: Mathematics, Science, Social Studies. Englewood Cliffs, NY: Prentice-Hall Regents.
Díaz-Rico, L. T. y Weed, K. Z. (2002). The crosscultural, language, and academia development handbook: A complete K-12 reference guide (2a. ed.). Boston, MA: Allyn and Bacon.
Echevarria, J. y Graves, A. (2003). Sheltered content instruction: Teaching English language learners with diverse abilities (2a. ed.). Boston, MA: Allyn and Bacon.
Echevarria, J., Vogt, M. y Short, D. J. (2000). Making content comprehensible for English Language Learners: The SIOP model. Boston, MA: Allyn and Bacon.
Faltis, C. J. y Hudelson, S. (1998). Bilingual education in elementary and secondary school communities: Toward understanding and caring. Boston, MA: Allyn and Bacon.
Freeman, D. y Freeman, Y. (1995). Whatever happened to sheltered English? CABE Newsletter, 18 (2), 5, 12-13.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
Krashen, S. (1985). Inquiries and insights. Hayward, CA: Alemany Press.
Krashen, S. (1996). Under attack: The case against bilingual education. Culver City, CA: Language Education Associates.
Krashen, S. y Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Marshall, P. L. (2002). Cultural diversity in our schools. Belmont: Wadsworth-Thomson Learning.
National Clearinghouse for English Language Acquisition. (2003, 3 de mayo). State resource pages. Consultado el 1 de julio de 2003:
http://www.ncela.gwu.edu/states/index.htm#STATES
Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3a ed.). Menlo Park, CA: Longman.
Ovando, C. J., Collier, V. P. y Combs, M. C. (2003). Bilingual and ESL classrooms: Teaching in multicultural contexts (3a ed.). Boston, MA: McGrawHill.
Padolsky, D. (2002a). How has the English language learner population changed in recent years? Washington, DC: National Clearinghouse for English Language Acquisition.
Padolsky, D. (2002b). What are the most common language groups for ELL students? Washington, DC: National Clearinghouse for English Language Acquisition.
Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language classroom. Nueva York: Longman.
Richards, J. C. y Rodgers, T. S. (2001). Approaches and methods in language teaching (2a. ed.). Nueva York: Cambridge University Press.
Rothstein, R. (1998). The way we were? The myths and realities of America’s student achievement. Nueva York: The Century Foundation Press.
Zainuddin, H., Yahya, N., Morales-Jones, C. A. y Ariza, E. N. (2002). Fundamentals of teaching English to speakers of other language in K-12 mainstream classrooms. Dubuque: Kendall/Hunt.
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Publicado
2003-11-01
