Linking Geography to Reading and English Language Learners' Achievement in US Elementary and Middle School Classrooms

Autor/inn/en	Hinde, Elizabeth R.; Osborn Popp, Sharon E.; Jimenez-Silva, Margarita; Dorn, Ronald I.
Titel	Linking Geography to Reading and English Language Learners' Achievement in US Elementary and Middle School Classrooms
Quelle	In: International Research in Geographical and Environmental Education, 20 (2011) 1, S.47-63 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
Schlagwörter	Geography; Literacy; Second Language Learning; English (Second Language); Lesson Plans; Context Effect; Reading Comprehension; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Classrooms; Writing Skills; Arizona; Indiana; Oklahoma; United States + Suchen Sie Ihr Suchwort? Geografie; Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Lesson planning; Unterrichtsplanung; Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Classroom; Klassenraum; Writing skill; Schreibfertigkeit; USA
Abstract	The "GeoLiteracy for English language learners" (ELLs) program is a curriculum that enhances reading and writing skills while teaching geography content for US students in kindergarten through eighth grades. The program includes 85 lesson plans that address all US national geography standards, a quarter of which address environmental issues. The program also includes methodology and materials aimed at meeting the academic needs of the growing population of ELLs in the United States. This article describes a study conducted in three US states that examined the effects of "GeoLiteracy for English Language Learners" on reading comprehension of third to eighth grade students. The findings reveal that reading comprehension achievement of students, especially ELLs, who used GeoLiteracy improved or maintained. Thus, offering geography education to ELLs not only promotes the discipline but also improves reading comprehension. This study uncovered a number of bureaucratic, political and philosophical issues related to the education of ELLs in the state of Arizona, which could mirror issues in other US states. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10