Help for the Reading Teacher: Dealing with the Limited English Proficient (LEP) Child in the Elementary Classroom.

Abstract

Although I firmly believe in beginning literacy instruction in a child's native language (Feeley, 1970; 1978; 1979), I have become increasingly aware of situations in which this is not possible. Classroom teachers and reading teachers report having to deal with Limited English Proficient (LEP) children in their regular classrooms without the support of bilingual or English as a Second Language (ESL) teachers. Reasons for this mainstreaming approach vary. Some say there are too few LEP children in their schools to warrant special programs; others say that finding bilingual teachers for their newcomers (Vietnamese, Thai, Arabic, Korean, to name a few) is next to impossible; still others say that general budget cuts have eroded

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.