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ABSTRACT This paper describes a project in which seasoned immigrant students developed guidelines for the use of incoming non-English speaking immigrant students in bilingual text—Korean and English in the present instance. The guidelines were used for orientation of new students and as the basis for follow-up discussions and explorations about their evolving feelings and attitudes toward school and toward language. From the follow-up, information has been obtained for revision of the guidelines, and, more importantly, for transmittal to teachers of non-English speaking students. It is suggested that the process of developing and revising the guidelines is a workable way of gaining insights, gradually and over a period of time, into the thoughts and feelings of the non-English-speaking students.