Teaching Mexican American Students to Write: Capitalizing on the Culture

Gonzalez, Roseann Duenas

doi:10.2307/816654

Cited by 3 publications

(1 citation statement)

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“…In the most important phase of the instruction, the teachers were presented with specific techniques designed to make content-area instruction comprehensible for these LEP students. These techniques included using pair and group work; various writing techniques, including journals; visual aids; and effective teacher talk (Enright & McCloskey, 1985;Gonzalez, 1982;Johnson, 1983;Kagan, 1986;Long& Porter, 1985). In addition, the teachers were encouraged to help their students learn how to learn by finding various ways to organize their reading, to locate main ideas and key concepts, and to predict and integrate as they read.…”

Section: Instructional Approachmentioning

confidence: 99%

Success for LEP Students: The Sunnyside Sheltered English Program

Freeman

Gonzalez

et al. 1987

TESOL Quarterly

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Section: Instructional Approachmentioning

confidence: 99%

Success for LEP Students: The Sunnyside Sheltered English Program

Freeman

Gonzalez

et al. 1987

TESOL Quarterly

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Bilingual Minorities and Language Issues in Writing

Valdés

1992

Written Communication

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This article takes the position that teaching writing effectively to diverse students of non-English background will require an examination of existing views about the nature of writing and a critical evaluation of the profession's ability to work with bilingual individuals of different types. In order to explain this view, the article is divided into three parts. Part 1 describes the nature of bilingualism, identifies the population of students who can be classified as American bilingual minorities, and suggests that existing compartmentalization within the composition profession cannot address the needs of this particular population. Part 2 of the article reviews trends in current scholarship in second-language writing and points out that most of this research has focused on ESL students rather than on fluent/functional bilinguals. Finally, Part 3 lists and discusses a number of research directions in which the involvement and participation of mainstream scholars would be most valuable. In presenting an outline of questions and issues fundamental to developing effective pedagogical approaches for teaching writing to bilingual minority students, this final section argues that involvement in research on non-English-background populations of researchers who generally concentrate on mainstream issues would do much to break down the compartmentalization now existing within the English composition profession. It further argues that by using bilingual individuals to study questions of major theoretical interest, the profession will strengthen the explanatory power of existing theories about the process and practice of writing in general.

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Race and the Politics of Educational Failure: A Plan for Advocacy and Reform

Gonzalez

1994

International Journal of Educational Reform

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Teaching Mexican American Students to Write: Capitalizing on the Culture

Cited by 3 publications

References 3 publications

Success for LEP Students: The Sunnyside Sheltered English Program

Success for LEP Students: The Sunnyside Sheltered English Program

Bilingual Minorities and Language Issues in Writing

Race and the Politics of Educational Failure: A Plan for Advocacy and Reform

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