Abstract
Statement of Problem
Although federal and state governments have recognized the importance of properly educating these children, local school districts, schools, and teachers are faced with the challenge of implementing this specialized instruction to help these children reach their highest potential. With children entering school from various cultures with varying skill levels, developmental levels, socio-economic and linguistically diverse backgrounds, these children's educational needs must be supported with consistent and organized curriculum. This support must include curriculum that uses the best teaching practices for Limited English Proficient students using developmentally appropriate practices allowing students to develop the oral language and reading readiness skills needed to be successful readers and writers incorporating the use of their native languages when possible.
Sources of Data
The author conducted research in several databases including but not limited to ERIC and Psychlnfo. Additionally the Handbook of Reading Research by Karnil et al was consulted. A number of search terms were utilized to gather data for production of this project; "educating English learners", "developmentally appropriate practices", "bilingual education", "effective teaching strategies", and "language development and young children".
Conclusions Reached
The production of this handbook was significant because it addressed a problematic issue in a kindergarten class "How do bilingual teaching associates support their assigned students?" Use of this handbook should result in increased language acquisition for ELL students while strengthening their pre-reading skills. The project is significant to English language learners for several reasons, especially because of the use of primary language during instruction. Language of instruction is proven to be an important factor in the educating of ELLs, especially when content is delivered in a native language. Teachers will also find the handbook to be beneficial. Although the lessons are not comprehensive of the kindergarten curriculum, they can be used as a springboard for further lesson planning. Creating additional lessons may take some time initially, but once created teachers will be able to provide a quick and easy-to-understand reference for Bilingual Teaching Associates or anyone assisting young ELLs. The