Abstract
Abstract The needs of each child are often in conflict with pre-set delivery models. In a small school district in Illinois, the bilingual teacher was able to adapt her program to the many different types of needs exhibited by the students. Children with no English were able to receive the majority of their curriculum from the bilingual teacher in a “semi self-contained” model, while children in varying stages of English language acquisition received adjusted amounts of time and curriculum in a resource, pull-out model. This concurrent delivery system allowed the bilingual teacher, with the collaborative efforts of the homeroom teachers, to meet most of the varying needs of over 60 children.
Published Version
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