References Echevarria J 2015 Sheltered content instruction Teaching english

References echevarria j 2015 sheltered content

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References Echevarría, J. (2015). Sheltered content instruction: Teaching english learners with diverse abilities . Upper Saddle River: Pearson. Lu, M. Y. (1998). English-Only Movement: Its Consequences on the Education of Language Minority Children. ERIC Digest. Thompson, S. (2013). English-Only Movement. Research Starters: Education (Online Edition) . Retrieved from ? direct=true&db=ers&AN=89164197&site=eds-live&scope=site The “ English-0nly” movement can impact a student’s learning in the classroom if teachers are not providing a child with materials needed in order to fully embrace learning the language (Thompson, 2018). Even though full emersion into a language wanting to be learned is desired, allowing learners to make correlations and references to their own language helps bridge a gap between the two, especially if English is to be the official spoken language. Using transitional classrooms is a thought that would help bridge the gap between the languages, then they can be transitioned into mainstream classes after learning English fluently (Thompson, 2018). There is however, concern that the teachers themselves may not be proficient in English and/or the students may never become proficient in English to transition into mainstream classrooms (Thompson, 2018). Hello Beth! As Thompson (2018) said, there are methods how to teach a second language learner, and as you have mentioned, immersion is best desired since the student is in the mainstream class and all lessons are delivered in English. In fact, this method is successful in California which has records to show of their success rate as compared to children who participated in bilingual programs. I think this method is great if we are only concerned of having the English learner speak the language, just for the sake of speaking, discounting the fact that the child still has to go home where the parents might not speak any English at all. Lu (1998) has said that in an immersion program, the children are at greater risk of losing their mother tongue before they have fully mastered their second language. The impact of losing the ability to speak the mother
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