Teaching English to Immigrant Students in the United States: A Brief Summary of Programs and Methods
Keywords:
Second language learning, teaching a second language, educational policy, minority groups, language skills, immigrants.Abstract
Nearly ten per cent of the students currently attending public schools in the United States are classified as English Language Learners (ELL); that is to say, students who are learning English. The most important challenge this population brings to the educational authorities of their school districts and the schools they attend, is to find the most effective ways to teach them both English and the academic content pertaining to their grade. Since the methods traditionally used did not teach them either the vocabulary or the content needed for subjects such as Math or Science, they fell behind their English-speaking peers. It was necessary, then, to evolve toward a better integration of the language and the lesson content. The present article summarizes the objectives of the traditional methods, details the changes that have taken place in the last decades to improve the simultaneous teaching of English and academic content, and concludes with an explanation of the techniques most used today.Downloads
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References
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http://www.ncela.gwu.edu/states/index.htm#STATES
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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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Published
2003-11-01
