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"ERIC ED435201: Promoting Successful Transition To The Mainstream: Effective Instructional Strategies For Bilingual Students. ERIC Digest." and the language of the book is English.


“ERIC ED435201: Promoting Successful Transition To The Mainstream: Effective Instructional Strategies For Bilingual Students. ERIC Digest.” Metadata:

  • Title: ➤  ERIC ED435201: Promoting Successful Transition To The Mainstream: Effective Instructional Strategies For Bilingual Students. ERIC Digest.
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  • Language: English

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  • Internet Archive ID: ERIC_ED435201

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"ERIC ED435201: Promoting Successful Transition To The Mainstream: Effective Instructional Strategies For Bilingual Students. ERIC Digest." Description:

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This digest describes a research and development program being carried out in transitional bilingual education programs at five elementary schools in the Los Angeles area. Researchers have been collaborating with teachers and project advisors to develop, implement, and describe instructional strategies that improve the chances of students in these programs making a successful transition to mainstream English instruction. As part of the transition program, 12 specific language arts components that fall under three categories--literature studies, skill building, and other supporting components--have been identified for instruction. Across all phases of the program, in both Spanish and English language arts, students study literature. Discussions, writing projects, social studies content, and supplementary readings are all based on the literary selection being studied. The experience-text-relationship approach was adapted as the framework for the literature units. In this approach, the teacher helps students study the story in relation to their own experiences and to a central theme by means of ongoing discussions (instructional conversations), writing activities (literature logs and culminating writing projects), and reading. A study was conducted to establish the independent and combined effects of the use of literature logs and instructional conversations on transition and non-transition students' story comprehension and theme understanding. Results suggest that for English language learners, teachers should use both instructional conversations and literature logs, because the combined effect is stronger than the effect of using either component individually. For fluent English proficient students, both are not needed. Teachers could use one or the other, although instructional conversation would be the more efficient choice. (Contains 4 references.) (VWL)

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