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• W1502401812 abstract "A discussion of second language learning among language minority students looks at the increasing multiculturalism of the U.S. classroom and a number of related issues, including the relationship between first language development and second language learning, academic language needs, and literacy development, and concern about the appropriateness of standardized testing for linguistically and culturally diverse student populations. It then giv.s an overview of developments in and principles of integrated language and content (ILC) instruction, or the teaching of content in a second language. Finally, language development is examined in the context of extended school day programs. Basic principles are outlined, and simple strategies for promoting such development through language usage and organization of activities are offered. ILC is seen as a promising technique for additive language development in extended school-day programs because content can be not just academic, but also recreational'. Implications for immigrant children in Dutch extended school-day programs are discussed briefly. (Contains 20 references.) A set of strategies and sample activities for ILC instruction in art, music, and physical education, including lesson plans, is presented separately. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** Invitational Conference on Extended School Day Maastricht, The Netherlands October 4, 1995 Language Development in Extended-Day Programs: Prospects for Second Language Learners Donna Christian Center for Applied Linguistics Washington, DC, USA Introduction PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U UFPANTEIPIT OE EL:EC:A.1K).. CDUCATIU:11E RE SOUR:WS INC ODE)IAlION CENIEEii E : tri li,;(* I1,0 I ' ..,9..11,,,q o U 11.0 (11.1,1'. 1011PolliS (.0. c4.1,0 :4.1:k r /(4..1,,i0o: 0 , 54 6... ,(,17. p, One result of political, social, and economic upheavals in countries around the world has been the movement of people. Many countries, including both the United States and the Netherlands, have witnessed a significant increase in resettlement. The arrival of diverse groups of newcomers, along with shifts in indigenous populations and increased ease of movement and communication, are changing the face of communities throughout our societies. During the decade of the 1980's, the United States became an increasingly multicultural society, with members of diverse ethnic groups found in communities large and small throughout the country. During a time when the total population of the United States increased by just 10%, the number of Asian and Pacific Islanders more than doubled (from 3.5 million to 7.3 million). The Hispanic origin population increased by over 50%, from 14.6 million to 22.4 million. American Indian, Eskimo and Aleut groups grew by 37%, from 1.4 million to nearly 2 million. Such rapidly changing demography has profound implications for all aspects of society, but especially education. In the U.S., current estimates put the number of limited English proficient students close to three million, and Olsen (1989) notes that several times that number probably need specialized instruction (since the narrow definition used for classifying students as limited English proficient misses many students who still need assistance with academic English). Waggoner (1991) notes that over 8 million children are in families where a language other than English is used. , Academic achievement and school completion rates for many minority students remain low. A recent study of Hispanic education concluded that Hispanics are the most undereducated major segment of the U.S. population--they tend to enter school later., leave school earlier, and are less likely to complete high school or participate in postsecondary education (National Council of La Raza, 1991). The National Educational Longitudinal Study showed that, while Asian students in the U.S. had higher levels of achievement in reading and math than other minority groups, there were great variations among Asian subgroups. Southeast Asians were well below average, and Pacific Islanders proved to have the greatest needs of all racial and ethnic groups studied (National Center for Education Statistics, 1992)." @default.
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• W1502401812 title "Language Development in Extended-Day Programs: Prospects for Second Language Learners." @default.
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