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| Acknowledgments | |
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| Introduction | |
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| Limited English Proficient Students in the Mainstream Classroom | |
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| Introduction | |
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| Mainstreaming LEP Students: A Definition | |
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| Guiding Principles for Mainstream Classrooms | |
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| A Word of Caution | |
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| Issues in Mainstreaming Limited English Proficient Students | |
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| Conclusion | |
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| Limited English Proficient Students/English Language Learners: Who Are They? | |
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| Introduction | |
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| The 'LEP/ELL' Population in the United States | |
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| Linguistic Issues in Educating LEP/ELL Students | |
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| Factors to Consider in the Cognitive and Academic Development of LEP/ELL Students | |
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| Assessment Issues and Recommended Practices | |
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| Multiple Criteria Approaches | |
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| Matching Assessment to Instruction | |
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| Assessment of English Language Arts: The New York Case | |
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| English for the Children: The California Case | |
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| Conclusion | |
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| Cultural and Linguistic Diversity in the Classroom | |
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| Introduction | |
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| Ethnic Diversity in the Classroom | |
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| Hispanic Students | |
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| Asian and Pacific Islander Students | |
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| American Indian, Eskimo and Aleut Students | |
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| Haitian Students | |
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| Russian Students | |
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| Arab Students | |
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| Summary | |
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| Language Diversity in the United States | |
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| Organization of a Multicultural-Sensitive Classroom | |
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| Conclusion | |
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| Alternatives to Mainstreaming | |
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| Introduction | |
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| Second Language Learning | |
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| Summary | |
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| Understanding Second Language Proficiency | |
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| The Role of the Native/First Language | |
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| Individual Differences | |
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| The Bilingualism of Language Minority Students | |
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| Fostering Bilingualism Through Bilingual Education | |
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| Recommended English as a Second Language Methodology | |
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| Sheltered Subject Matter Teaching | |
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| Conclusion | |
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| The Integrated Development of Oral and Written Language | |
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| Introduction | |
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| The Oral Language, Reading and Writing Connection | |
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| Listening Comprehension | |
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| The Oral Production of Second Language Learners | |
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| Reading in a Second Language | |
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| Writing in a Second Language | |
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| From Functional to Critical Literacy | |
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| Conclusion | |
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| Instructional Strategies for LEP/ELL Students' Oral and Written English Language Development | |
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| Introduction | |
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| Initial Strategies to Teach Reading Comprehension in English to LEP/ELL Students | |
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| Prereading Strategies | |
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| Guided Reading Strategies | |
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| Post-Reading Strategies | |
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| The Language Experience Approach as a Post-Reading Activity | |
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| Developing Literacy Through Literature | |
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| Language Arts Classrooms | |
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| Instructional Strategies for the Development of Writing Proficiency | |
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| Integrating Process and Product | |
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| Journal Writing | |
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| Pragmatic Writing | |
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| Thematic Units | |
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| Conclusion | |
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| Integrating Language and Social Studies Learning | |
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| Introduction | |
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| Integrating Language and Content | |
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| Preparing Students for a Social Studies Lesson | |
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| Recommended Teaching Practices | |
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| Historical Literature | |
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| Creating Cooperative Grouping | |
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| Emphasizing Paraphrasing and Summarizing | |
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| Using Manipulatives and Multimedia Materials | |
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| Responding to the Social Studies National and Local Standards | |
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| An Eclectic Model | |
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| Conclusion | |
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| Integrating Language and Science Learning | |
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| Introduction | |
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| Science Processes and the Language of Science | |
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| Science: A Meaning-Making Process | |
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| Discovery Learning | |
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| Teaching for Understanding | |
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| Concept Development | |
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| Vocabulary Development | |
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| Collaborative Interactions in the Science Classroom | |
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| Science Investigations | |
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| Expansion of Concepts | |
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| Problem-Solving Situations | |
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| Development of Thinking Skills | |
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| Development of Study Skills | |
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| What Other Elements Facilitate the Acquisition of Science Concepts and Skills to LEP/ELL Students? | |
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| Conclusion | |
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| Integrating Language and Mathematics Learning | |
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| Introduction | |
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| The Language of Mathematics | |
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| Vocabulary | |
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| Syntax | |
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| Semantics | |
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| Discourse | |
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| Word Problems | |
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| Mathematics: Content and Process | |
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| Construction of Mathematical Understanding | |
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| Solving Problems in Meaningful Situations | |
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| Using Thinking Strategies to Learn Basic Facts | |
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| Recommended Instructional Practices | |
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| Pre-Mathematics Language Activities | |
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| Conducting Productive Class Discussions | |
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| Use of Manipulatives | |
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| Integration of Mathematics and Other Content Areas | |
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| Conclusion | |
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| The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL Students | |
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| Introduction | |
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| Competencies of Successful Mainstream Teachers | |
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| Organization and Delivery of Instruction | |
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| Facilitators of Parental Involvement | |
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| Creating Appropriate Language and Learning Environments for LEP/ELL Students | |
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| Developing Reflective Practitioners | |
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| Conclusion | |
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| References | |
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| Indexes | |