LEARN NC: Search results

Bridging the differences: Cultural background of Mexican students entering U.S. schools: In Bridging Spanish language barriers in Southern schools, page 1.4; Making the transition from life in Mexico to life in the United States can be difficult for students of Mexican origin. Schools and teachers can make that transition easier by understanding students' cultural backgrounds and by employing a few simple strategies.; Format: article; By Mary Faith Mount-Cors.

Greeting your limited English proficient students in their own language: Even a simple "Hello" or "How are you today?" can help to integrate a student into a new environment. This article offers strategies and tools for teachers wishing to learn a few words of a new language.; By Bobby Hobgood.

The middle school challenge for English language learners of Mexican origin: In Bridging Spanish language barriers in Southern schools, page 3.2; English language learners of Mexican origin face numerous challenges in American middle schools, including cultural segregation and assumptions made by schools regarding the students' educational backgrounds. This article offers strategies for educators to help students overcome those challenges.; Format: article; By Mary Faith Mount-Cors.

Play in the multilingual classroom: In Bridging Spanish language barriers in Southern schools, page 2.3; Unstructured play is an important way for young children to make social and cultural connections. It also fosters language development and literacy skills for both English language learners and native English speakers.; Format: article; By Kristin De Soto Madson.

Special education in Mexico: In Bridging Spanish language barriers in Southern schools, page 3.3; In the 1990s, the inclusive education movement gained ground in Mexico, which resulted in the mainstreaming of special needs students into regular classrooms. The effects of this movement can be seen in the educational policies and services focusing on special needs students in Mexico.; Format: article; By Mary Faith Mount-Cors.

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