Language Minority Students in the Mainstream Classroom: Second Edition

This second edition of Language Minority Students in the Mainstream Classroom integrates most of the current second language teaching and learning theories and instructional strategies and presents them in simple language using a cohesive approach. The purpose of the book is to make mainstream educators aware that language minority students, especially those who are not totally proficient in English, need special attention, appropriate assessment, an appropriate language environment, and a challenging curriculum. They also need a creative delivery of instruction which is relevant to their stage of English language development as well to as their performance in subject matter, content and skills. The focus in all twelve chapters is on making instructional content relevant and understandable to English language learners.

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This text is designed for mainstream educators, to increase their awareness of the needs of language minority students, particularly those who are English language learners (ELL)/limited English proficient (LEP) students. Carrasquillo (education, Fordham U.) and Rodr<'i>guez (world languages, Fairleigh Dickinson U., New Jersey) provide information on the design and implementation of instructional practices to integrate English language development with cross- curricular content, and address assessment issues arising with ELLs/LEP students. Distributed in the US by UTP Distribution. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Angela L. Carrasquillo is a professor of TESOL and Bilingual Education at Fordham University Graduate School of Education. She is nationally known in the area of second language and bilingual education and has published extensively on these areas. Her books include Teaching English to Speakers of Other Languages (Garland, 1994) and Parents and School (with L. London, Garland, 1993). Vivian Rodriguez is a high school assistant principal in charge of curriculum and instruction in Elizabeth Public School in New Jersey. She completed her doctorate in Language Literacy and Learning at Fordham University and she has extensive experience with the instruction of language minority students.