In this article, the authors argue that despite the variable of language proficiency of young, immigrant children and educational programs designed for their language development (for example, ESL, Transitional Bilingual, Dual Language Bilingual, Sheltered Content Instruction), the strategy of historical thinking can help immigrant children…

Maintains that, when children engage in make-believe play, they not only derive enjoyment from it, but they also practice a wide range of basic skills that involve invention, imagination, independence, and language development. (BB)

Discusses the importance of the inclusion of disabled students in regular classes as "full members" of their public school communities. Describes the ways in which this inclusion is achieved with a first grade student by means of an individualized education program. (BB)

A discussion of bilingualism in young children in the Soviet Union looks at the three main forms of early bilingualism (bilingual home environment, different languages spoken at home and in school, and second language instruction in school), notes the challenges they pose for development and maintenance of bilingual skills, and then describes a…

Advances a framework for teacher-assisted computer implementation based on Vygotsky's theory of socially mediated cognitive development. The approach suggested by this framework acknowledges critical roles of adults or more skilled partners in task performance and knowledge construction. Describes an application of the approach used to provide…

This book describes the characteristics of secondary schools in the United States that make it difficult for immigrant students to succeed. These include the following: fragmented school days and instructional programs in which English-as-a-Second-Language and content area teachers work in separate departments and rarely interact; the complex…