Teacher allocation of turns to limited English proficiency students: the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers

Abstract

The research investigates bilingual education and language acquisition, addressing the history of immigrants, bilingual education law, and the many factors that influence language acquisition. Since there are a number of factors that influence language acquisition and limited English proficiency (LEP) students’ success in American schools, the research examines the numerous variables of language acquisition to understand each factor individually. In the past, research has typically focused on bilingual education programs and their influence on language acquisition. As LEP students are being mainstreamed into the general education programs more frequently, the role of inclusion in language acquisition needs to be investigated more thoroughly. As such, the focus of the literature review is on the participation of LEP students in the mainstream classroom and how their participation affects language acquisition. Review of the literature of bilingual education presents a clear need for further research in participation of LEP students in the mainstream classroom.