"Todo 'Stá Bien Chévere," Don't You Worry 'Bout a Thing: Promising Practices in Literacy Instruction for English Language Learners Who Are Blind or Have Low Vision

Autor/in	Price, Kyrstin E.
Titel	"Todo 'Stá Bien Chévere," Don't You Worry 'Bout a Thing: Promising Practices in Literacy Instruction for English Language Learners Who Are Blind or Have Low Vision
Quelle	In: Journal of Visual Impairment & Blindness, 116 (2022) 3, S.410-416 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221105506
Schlagwörter	Students with Disabilities; Blindness; Visual Impairments; English (Second Language); Second Language Instruction; Teacher Collaboration; Barriers; English Language Learners; Reading Skills; Writing Skills; Listening Skills; Speech Skills; Literacy; Teaching Methods; Reading Instruction; Writing Instruction; Literacy Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Blindheit; Visual handicap; Sehbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrerkooperation; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Schreibunterricht
Abstract	Barriers to literacy complicate collaboration between English as a Second Language (ESL) teachers, content teachers, and teachers of students who are visually impaired (i.e., those who are blind or have low vision). Each teacher brings knowledge of practice in their field to the table, but where the overlap occurs for students with visual impairments who are English learners is not always clear. Most preparation programs for teachers of students with visual impairments do not prepare teachers to work with English learners. Nor do pre-service ESL teachers learn about teaching students with visual impairments. Disagreements among teachers result in these students not receiving appropriate supports. In this paper, the author outlines barriers facing students with visual impairments who are learning English and shares practices that can help them build literacy skills. The literacy strategies for reading, writing, listening, and speaking that have been highlighted in this article can help teachers of students who are visually impaired, ESL teachers, and content teachers collaborate effectively to meet best the needs of students with visual impairments who are learning English. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01