Authors: James M. Scheidler
Addresses: 137 Harrington Avenue, Greenville, South Carolina, 29607, USA
Abstract: As Latino children continue to account for the largest ethnic minority group in the US public school system, and one in five schoolchildren nationwide, general education teachers of English language learners (ELL) should increase their language and literacy development skills to design and deliver curriculum, instruction, and assessment in core content area. Furthermore, as the largest ethnic minority group in US schools, researchers have noted that Latino, specifically Mexican American students' academic needs as a group continue to be unmet. In Mexico-US borderland regions such as Arizona, where a high percentage of ELL students come from immigrant families from Mexico, English-only voter mandates create constraints against effective teaching practices.
Keywords: Mexican Americans; English language learners; English-only policies; ELLs; ethnic minorities; minority groups; USA; United States; education policies; Mexican American education; Latino children; immigrant families; constraints; effective teaching practices; literature review.
International Journal of Teaching and Case Studies, 2014 Vol.5 No.3/4, pp.314 - 330
Available online: 26 Feb 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article