Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts

Autor/inn/en	Aguirre-Munoz, Zenaida; Amabisca, Anastasia A.
Titel	Defining Opportunity to Learn for English Language Learners: Linguistic and Cultural Dimensions of ELLs' Instructional Contexts
Quelle	In: Journal of Education for Students Placed at Risk, 15 (2010) 3, S.259-278 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Second Language Learning; English (Second Language); Cultural Influences; Context Effect; Educational Opportunities; Academic Achievement; Student Characteristics; Teacher Competencies; Educational Quality; Teacher Qualifications; Curriculum; Cognitive Processes; Scaffolding (Teaching Technique); Teaching Methods; Cooperative Learning; Feedback (Response); Student Evaluation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural influence; Kultureinfluss; Bildungsangebot; Bildungschance; Schulleistung; Lehrkunst; Quality of education; Bildungsqualität; Lehrqualifikation; Curricula; Lehrplan; Rahmenplan; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Schulnote; Studentische Bewertung
Abstract	Past research demonstrates the critical role of the context of learning in the achievement of students. This body of work justifies research and development of more contextualized opportunity to learn (OTL) models. We expound on an OTL framework that represents contextual features that can enrich or constrain opportunities for English language learners (ELLs). Specifically, we aim to broaden the conception of OTL beyond exposure to content and begin to define the types of affordances ELLs should be provided to achieve content standards. A central argument is the integration of academic language instruction as an OTL component for examining ELL achievement. (Contains 1 table, 1 figure, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10