This curriculum project was developed to provide the teacher of a self-contained primary ESOL classroom with a workable integration of the critical elements of bilingual education. The project traces the history of bilingual education in the United States. It reviews some of the important legislation and judicial decisions that form the framework for current bilingual education. It examines some learning and language theories that educators translate into practice in instructing, guiding, and evaluating ESOL students.
This design was developed for use in a self contained ESOL class in Duval County, Florida. Students in the class speak a variety of languages other than English. All are learning English as their second language. Their English proficiency level varies from nonspeaker to fluent. The curriculum is designed to recognize each child's abilities and needs while meeting the second grade objectives set forth by the Duval County School Board and complying with the Duval County Public Schools Limited English Proficient Plan. It is hoped that an examination of an integrated thematic unit will provide a useful model for the primary ESOL teacher.
| Identifer | oai:union.ndltd.org:unf.edu/oai:digitalcommons.unf.edu:etd-1160 |
| Date | 01 January 1993 |
| Creators | Lynn, Barbara Casey |
| Publisher | UNF Digital Commons |
| Source Sets | University of North Florida |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | UNF Theses and Dissertations |
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