Effective instruction for limited english proficiency students in the mainstream classroom
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The percentage of Limited English proficiency Students in American elementary schools is rapidly increasing. [Some] districts deal with this Challenge with a variety of programs but the ultimate goal is the mainstreaming of the LEP student into the regular classroom. Thus, the mainstream teacher must be prepared to develop and implement instruction for students with different levels of English proficiency. This thesis examines the elements involved in effective instruction for LEP students in the mainstream classroom. First, the classroom teacher's role in this process is outlined. Second, strategies and activities for specific curricular areas are offered for use by classroom teachers when they are planning instruction for LEP students. Despite language barriers, mainstream classroom teachers can plan effective instruction to efiable LEP students to be successful in the mainstream classroom.