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##  Effective Approaches to Teaching Young Mexican Immigrant Children.              ERIC Digest.                                                                 

Of the 22 million children currently enrolled in schools in the                 United States, more than 2 million have limited English                         proficiency (Macias, 2000). Preschoolers and elementary-age children            make up the greatest proportion of the immigrant student population.            Given these demographic trends, many teachers need support in                   educating young children from diverse linguistic backgrounds (Soto,             1991). The following review outlines strategies for working with                Mexican and other immigrant children. The effectiveness of these                research-based approaches has been affirmed by teachers. MYTHS                ABOUT THE SECOND-LANGUAGE LEARNERA teacher's limited experience             with second-language learners may lead her to believe that using the            child's home language interferes with the child's ability to learn              English (McLaughlin, 1992). Well-educated and less-educated                     bilingual parents frequently relate stories of well-meaning teachers            who advised them, "You should stop speaking Spanish at home so your             child can learn English." Because language and culture are                      intimately related, Byrnes and Cortez (1992) note that disregarding             a child's native language is denying a part of who the child is and             the cultural background the child brings to school. In addition,                parent-child communication can be eroded if parents are persuaded               that speaking in their native language is not in their child's best             interest (Fillmore, 1991). Research literature indicates that                   bilingualism is in the best interest of children; the intellectual              experience of learning two languages contributes to concept                     formation and mental flexibility (Cummins, 1991; Garcia, 1986;                  Genishi, 2002). When teachers respect and promote the development of            the first language and encourage maintenance of the home culture,               children feel cared for and connected to their family, school, and              community (McGroarty, 1986). LANGUAGE ACQUISITION                             PROCESSLanguage acquisition is a complex process that may take a            minimum of 12 years (Collier, 1989). Even when children seem to                 understand and express themselves in a second language, they may not            have mastered more complex uses of the language that incorporate                content knowledge in different subjects (August & Hakuta, 1997). The            National Association for the Education of Young Children (1996)                 advises that when we set unrealistic expectations too early, school             assessments of seemingly proficient children may identify them as               lacking vocabulary and problem-solving skills. Misreading the                   language development process can result in immigrant children being             over-referred to special education (Baca & Cervantes, 1998; Harry,              1994). TEACHING STRATEGIES FOR EARLY CHILDHOOD                                TEACHERSEncourage development of the first language. As we                  encourage children to maintain their first language we also support             the development of the second language. When students feel relaxed              and confident, language learning is maximized (Krashen, 1992). We               know that literacy developed in the first language will transfer to             the second language (Ada, 1993; Garcia, 1986; Snow, Burns, &                    Griffin, 1998). Teachers and families can use materials, such as                children's books in Spanish, to build children's confidence in their            literacy skills (U.S. Department of Education, 2002). 
Provide                 visible signs of children's first language, and learn Spanish.                  Teachers can label classroom objects and areas in Spanish. Authentic            materials that incorporate labels and texts should be provided (for             example, signs, catalogs, toys, household objects, newspapers, and              menus). Teachers may also serve as role models by learning and using            a few words of Spanish, thus demonstrating that taking risks in                 learning another language is valued (Calderon, 1997). 
Learn about             Mexican culture, and teach acceptance. If teachers share knowledge              of the Mexican culture, all children in the class may benefit from              opportunities to learn about language and cultural differences and              similarities (Lindholm, 1994; Wyner, 1989). Teachers can influence              the motivation of their Mexican immigrant students by creating an               accepting social environment (McGroarty, 1986). Classmates can be               challenged to understand what it feels like to be somewhere where               people speak a language different from their own and, thus, not                 understand what is going on around them (Kubota et al., 2000). 
Be             sensitive to children's struggles, and follow a routine. Entering a             new class can be intimidating for an immigrant child who may be                 faced with social isolation and linguistic constraints. Establishing            and following predictable routines can be helpful. The routines                 allow children to concentrate on the language and what they are                 supposed to be learning, rather than on figuring out what is                    happening (Garcia, 1992). 
Acknowledge children's strengths, and               use portfolio-style assessment. We tend to emphasize what the child             does not know, forgetting to allow children to display their                    interests and knowledge that often surpasses the limitations of                 language. When we regard children as capable, we are more likely to             see their unique strengths and build upon them. Teachers face the               challenge of fairly assessing the knowledge of immigrant                        students (O'Malley & Valdez Pierce, 1996). Observational notes                  recording children's abilities as demonstrated in the flow of                   classroom activities can be combined with samples of student work in            a portfolio. This approach can supplement report cards in conveying             evidence of students' progress (Genesee & Hamayan, 1994; Leone &                College, 1995; Tabors, 1998). 
Plan real-world language lessons,               and provide a print-rich environment. Field trips, lessons with                 animals and plants, role-playing, and demonstrations of real-life               activities can form the basis for language lessons (Krashen, 1992).             Conducting pre- and post-discussions, writing a story together about            the experience, cutting out sentences and rearranging their order,              and changing the story by changing some words are game-like                     activities that enhance language and literacy                                   learning. 
Communicate clearly. Teachers can maximize learning by              speaking clearly, using concrete references, repeating and                      rephrasing, and utilizing gestures and visual aids. Speaking more               slowly at first and using simplified English without distorting the             language are also recommended (Freeman & Freeman, 1998). 
Allow for            the developing stages of language production. Teachers working with             children in the initial preproduction or silent stage may help the              children "take in" the language by including music, movement, and               dramatic play. Teachers may respect the silent phase by not                     requiring a child to speak, as well as by accepting forms of                    communication such as writing, drawing, and nonverbal responses.                Children in the second stage of language acquisition (early                     production) may be asked questions that require a "yes" or "no"                 response, or that require them to identify a familiar object or                 finish a statement. Subsequently, in the final expansion or                     production stage, teachers can motivate students to be more                     descriptive (Krashen, 1992). 
Aim for comprehension. Communicating             meaning should always be the aim for teachers of a new language.                Parroting teachers' speech does not promote language acquisition. A             great deal of trial and error takes place as a young child learns a             language. In addition, there are individual differences in                      language-learning time frames. Teachers may be supportive by having             accepting attitudes during the trial and error phases. Instructional            practices that emphasize grammar and construction are not                       recommended as they may interfere with the developmental progression            of language acquisition. Songs and chants are excellent for                     reinforcing pronunciation and correct word stress (Freeman &                    Freeman, 1998). 
Allow children opportunities to practice their                language skills with peers, and encourage student participation. It             is important for children to practice their language skills with                peers. Teachers should structure interactions to ensure that                    second-language learners do not become socially isolated. Shared                reading, cross-age activities, cooperative learning groups, peer                tutoring, and community inquiry are valuable for all                            children (Slavin & Fashola, 1998). CONCLUSIONIn the preceding             paragraphs, we have outlined effective strategies for facilitating              immigrant Mexican students' language learning and cultural                      adjustment. Second-language learners benefit from contextual                    experiences that allow them to construct meaning for what otherwise             would be merely words. Teachers hold the key to making the learning             of young Mexican immigrant children a success through                           research-based, developmentally appropriate                                     practices. REFERENCESAda, A. F. (1993). Mother-tongue literacy            as a bridge between home and school cultures. In J. V. Tinajero & A.            F. Ada (Eds.), The power of two languages: Literacy and biliteracy              for Spanish-speaking students (pp. 158-163). New York:                          Macmillan/McGraw-Hill. 
August, D., & Hakuta, K. (Eds.). (1997).               Improving schooling for language-minority children: A research                  agenda. Washington, DC: National Academy Press. 
Baca, L. M., &                Cervantes H. T. (1998). The bilingual special education                         interface (3rd ed.). Upper Saddle River, NJ: Merrill. 
Byrnes, D.              A., & Cortez, D. (1992). Language diversity in the classroom. In D.             A. Byrnes & G. Kiger (Eds.), Common bonds: Anti-bias teaching in a              diverse society (pp. 71-85). Wheaton, MD: Association for Childhood             Education International. 
Calderon, M. (1997). Staff development in            multilingual multicultural schools (ERIC Digest). New York: ERIC                Clearinghouse on Urban Education. (ERIC Document Reproduction                   Service No. ED 410 368) 
Collier, V. P. (1989). How long? A                    synthesis of research on academic achievement in a second language.             TESOL Quarterly, 23(3), 509-531. 
Cummins, J. (1991).                          Interdependence of first- and second-language proficiency in                    bilingual children. In E. Bialystok (Ed.), Language processing in               bilingual children (pp. 70-89). New York: Cambridge University                  Press. 
Fillmore, L. W. (1991). When learning a second language                means losing the first. Early Childhood Research Quarterly, 6(3),               323-347. 
Freeman, Y. S., & Freeman, D. E. (1998). ESL/EFL                     teaching: Principles for success. Portsmouth, NH:                               Heinemann. 
Garcia, E. E. (1986). Bilingual development and the                education of bilingual children during early childhood. American                Journal of Education, 95(1), 96-121. 
Garcia, E. (1991). Effective             instruction for language minority students: The teacher. Journal of             Education, 173(2), 130-142. 
Genesee, F., & Hamayan, E. V. (1994).             Classroom-based assessment. In F. Genesee (Ed.), Educating second               language children: The whole child, the whole curriculum, the whole             community (pp. 212-239). New York: Cambridge University                         Press. 
Genishi, C. (2002). Young English language learners:                   Resourceful in the classroom. Young Children, 57(4), 66-72. 
Harry,            B. (1994). The disproportionate representation of minority students             in special education: Theories and recommendations. Project FORUM.              Final report. Alexandria, VA: National Association of State                     Directors of Special Education. (ERIC Document Reproduction Service             No. ED 374 637) 
Krashen, S. D. (1992). Fundamentals of language               education. Torrance, CA: Laredo Publishing. 
Kubota, R., Gardner,              K., Patten, M., Thatcher-Fettig, C., & Yoshida, M. (2000).                      Mainstream peers try on English language learners' shoes: A shock               language experience. TESOL Journal, 9(4), 12-16. 
Leone, B. (1995).            A K-5 bilingual resource room: The first year. Bilingual Research               Journal, 19(3-4), 551-569. 
Lindholm, K. J. (1994). Promoting                  positive cross-cultural attitudes and perceived competence in                   culturally and linguistically diverse classrooms. In R. DeVillar, C.            Faltis, & J. P. Cummins (Eds.), Cultural diversity in schools: From             rhetoric to practice (pp. 189-206). Albany: State University of New             York. 
Macias, R. F. (2000). Summary report of the survey of the               states' limited English proficient students and available                       educational programs and services, 1997-98. Washington DC: National             Clearinghouse for Bilingual Education, Center for the Study of                  Language and Education. Retrieved December 13, 2002, from                       http://www.ncela.gwu.edu/ncbepubs/seareports/97-98/ 
McGroarty,                M. (1986). Educator's responses to sociocultural diversity:                     Implications for practice. In California State Department of                    Education, Beyond language: Social and cultural factors in schooling            language minority students (pp. 299-343). Los Angeles: California               State University; Evaluation, Dissemination, and Assessment                     Center. 
McLaughlin, B. (1992). Myths and misconceptions about                 second language learning: What every teacher needs to                           unlearn [Educational Practice Report 5]. Washington, DC: University             of California, National Center for Research on Cultural Diversity               and Second Language Learning. (ERIC Document Reproduction Service               No. ED 352 806) 
National Association for the Education of Young               Children. (1996). NAEYC position statement: Responding to linguistic            and cultural diversity - Recommendations for effective early                    childhood education. Young Children, 51(2), 4-12. 
O'Malley, J.                M., & Valdez Pierce, L. (1996). Authentic assessment for English                language learners: Practical approaches for teachers. Reading, MA:              Addison-Wesley Publishing. 
Slavin, R. E., & Fashola, O. S. (1998).            Show me the evidence! Proven and promising programs for America's               schools. Thousand Oaks, CA: Corwin Press. 
Snow, C. E., Burns, M.              S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in            young children. Washington, DC: Committee on the Preservation of                Reading Difficulties in Young Children. (ERIC Document Reproduction             Service No. ED416465) 
Soto, L. D. (1991). Understanding                       bilingual/bicultural young children. Young Children, 46(2),                     30-36. 
Tabors, P. O. (1998). What early childhood educators need              to know: Developing effective programs for linguistically and                   culturally diverse children and families. Young Children, 53(6),                20-26. 
U.S. Department of Education, Office of Intergovernmental              and Interagency Affairs. (2002). Helping your child become a reader.            Jessup, MD: Author. Retrieved December 13, 2002, from                           http://www.ed.gov/pubs/parents/Reader/reader.pdf 
Wyner, N.                    B. (1989). Educating linguistic minorities: Public education and the            search for unity. Educational Horizons, 67(4),                                  173-176. 
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Dr. Julia Reguero de Atiles coordinates and                  teaches in a prekindergarten-to-second-grade emphasis, early                    childhood teacher education program at The University of                        Georgia. 
Dr. Martha Allexsaht-Snider is program head for Early                Childhood Education at The University of Georgia and teaches                    graduate and undergraduate courses in cross-cultural education and              family/school/community collaboration. 
This publication was                   prepared with funding from the Office of Educational Research and               Improvement, U.S. Department of Education, under contract no.                   ED-99-CO-0027. The opinions expressed herein do not necessarily                 reflect the positions or policies of OERI, the Department, or AEL.           **Title:** Effective Approaches to Teaching Young Mexican Immigrant Children.              ERIC Digest.                                                                 **Document Type:** Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); **Available From:** ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348. Tel:                      800-624-9120 (Toll Free). For full text:                                        http://www.ael.org/eric/digests/edorc02-13.pdf.                              **Descriptors:** Bilingual Education,  Classroom Communication,  Educational                     Strategies, Elementary Education, Hispanic American Students,                    Immigrants,  Limited English Speaking,  Mexican American Education,            Preschool Education, Second Language Learning, Teacher Clarity,                 Young Children                                                               **Identifiers:** ERIC Digests                                                                 
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