Success with ELLs: Working with English Language Learners--Looking Back, Moving Forward

Autor/inn/en	DelliCarpini, Margo; Alonso, Orlando
Titel	Success with ELLs: Working with English Language Learners--Looking Back, Moving Forward
Quelle	In: English Journal, 102 (2013) 5, S.91-93 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	English Language Learners; Standards; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Academic Discourse; Mainstreaming; Secondary School Teachers; Teacher Education; Teacher Educators; Teaching Methods; Content Area Reading + Suchen Sie Ihr Suchwort? Standard; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Discourse; Diskurs; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen
Abstract	In the years since 2008, when the "Success with ELLs" column started, these authors have seen many changes to the educational landscape, not dealing specifically with ELLs, but having implications for their education. Probably, the most significant change has been the adoption of the Common Core State Standards (CCSS), which have no specific guidelines for the education of ELLs or other nontraditional populations. As teacher educators and professional developers, Margo DelliCarpini and Orlando Alonso have spent time with teachers and administrators who are struggling with how to apply the CCSS to ELLs and what the implications for instruction are. In the Department of Middle and High School Education at Lehman College they have developed a number of initiatives that address ways to support mainstream teachers who work with ELLs and ESL teachers in effectively building the types of academic language functions ELLs need to be successful in their content classrooms. One of the most promising and innovative methods is a collaborative practice that develops skills in both mainstream content and ESL. This complementary development of two sets of skills enables teachers to address the academic language needs of ELLs in content classes and in ESL classes. The authors have called this approach "Two-Way Content-Based Instruction." (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10