Teaching the Bilingual Special Education Student
Angela Carrasquillo, Richard Emeran Baecher
Ablex Publishing Corporation, Jan 1, 1990 - Education - 231 pages
This book focuses on teaching those students who are bilingual, handicapped, and in need of special instruction. It responds to the complex and practical issues in reaching the goal of teaching these students in an effective way. The common, underlying theme of the book is that such ways can be found and implemented in creating diversity of opportunity for teaching bilingual exceptional students. The book has three central themes: to present an overview of the emerging and interdisciplinary field of bilingual special education; to highlight the function of language in the classroom-the student's as well as the teacher's; finally, comprehensive coverage is presented on the instructional features of a bilingual special education classroom in such wide-ranging curricular areas as: English as a Second Language, reading, writing, mathematics, science and social studies. Throughout the chapters, both theoretical and practical issues are addressed with an emphasis on the relationship between appropriate assessment, sound planning, and effective instruction.
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An Overview of Issues on the Implementation of
Teaching a Second Language to LimitedEnglish
Instructional Language Preferences of Bilingual
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acquired activities approach appropriate bilingual education Bilingual Education Act bilingual special education bilingual students CALLA Chamot child classroom code switching communication skills comprehension concepts content area content-based culturally and linguistically Cummins developmental effective environment ESL program evaluation Exceptional Children exceptional students experiences goals guage Hispanic identified individual individualized educational programs instructional programs integrate interaction knowledge Krashen language assessment language disorders language instruction language learning strategies language minority students language of instruction language proficiency language skills learners learning disabilities learning strategies learning styles learning-disabled LEP students lesson limited English proficient limited-English-proficient linguistic literacy skills mainstream mentally retarded native language O'Malley oral language Ortiz planning practice primary language procedural knowledge reading role SE-ESL second language acquisition second language learning social studies Spanish special education programs special education students Students need tasks teachers teaching TESOL topics understand vocabulary Willig written communication York