Avoiding the Deficit Model of Teaching: Students Who Have EAL/EAL and Learning Difficulties

Autor/inn/en	Tangen, Donna; Spooner-Lane, Rebecca
Titel	Avoiding the Deficit Model of Teaching: Students Who Have EAL/EAL and Learning Difficulties
Quelle	In: Australian Journal of Learning Difficulties, 13 (2008) 2, S.63-71 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Learning Problems; Educational Needs; Disabilities; English (Second Language); Second Language Learning; Teaching Methods; Student Needs; Identification; Academic Achievement; Student Characteristics; Student Evaluation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lernproblem; Educational need; Bildungsbedarf; Handicap; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikation; Identifizierung; Schulleistung; Schulnote; Studentische Bewertung; Ausland; Australien
Abstract	Without a carefully designed plan for the provision of students with English as an additional language (EAL), educators may feel overwhelmed by the complexities of teaching such students. Educators may attribute poorer academic outcomes of some students with EAL to learning difficulties without first considering how they might adapt their teaching to better support these students' needs. This paper provides insight into the challenges teachers confront in differentiating between the educational needs of students who have EAL and potentially those students who have EAL and also a learning difficulty. A range of strategies are proposed that may assist educators in establishing an environment in which students who have EAL are given opportunities for achieving successful academic outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10