Date of Defense
Teaching, Learning and Educational Studies
Mary Lu Light
Although the number of students with limited English proficiency continues to rise, "An estimated 85% of the ESL [English as a Second Language] students in the United States' public schools do not participate in a program specifically designed for language minority learners" (Young, 1996, p. 18). This means that most LEP students participate in mainstream classrooms where instruction is delivered in English to native- English speaking students. Advocates of mainstreaming name several reasons for its effectiveness. They say that "Language is learned best at the point of communicative need and in the service of other learning" (Clegg, 1996, p. 10). This means that LEP students learn English as they encounter opportunities to communicate in the target language and within the context of learning other subjects. Advocates also say that mainstreaming helps to ensure equal educational opportunities for LEP students, and that LEP students and native English-speaking students benefit from exposure to other languages and cultures (Clegg, 1996).
Haas, Megan, "Students with Limited English Proficiency in the Mainstream Classroom: A Guide for Teachers" (2005). Honors Theses. 1693.
Honors Thesis-Campus Only