English Language Development: Guidelines for Instruction

Autor/inn/en	Saunders, William; Goldenberg, Claude; Marcelletti, David
Titel	English Language Development: Guidelines for Instruction
Quelle	In: American Educator, 37 (2013) 2, S.13-25 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Leitfaden; Unterricht; Lehrer; Language Acquisition; English Instruction; Guidelines; English Language Learners; Educational Strategies; Instructional Innovation; Instructional Effectiveness; Teaching Methods; Best Practices; Literature Reviews; Language Proficiency; Second Language Instruction; English (Second Language) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Sprachaneignung; Spracherwerb; English langauage lessons; Englischunterricht; Richtlinien; Lehrstrategie; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Having reviewed several bodies of research, the authors provide 14 guidelines for educators to help English learners (ELs) make greater strides in learning English. These guidelines are: (1) Providing English Language Development (ELD) instruction is better than not providing it; (2) ELD instruction should continue at least until ELs attain advanced English language ability; (3) The likelihood of establishing and sustaining an effective ELD instructional program increases when schools and districts make it a priority; (4) A separate, daily block of time should be devoted to ELD instruction; (5) English learners should be carefully grouped by language proficiency for ELD instruction, but they should not be segregated by language proficiency throughout the rest of the day; (6) ELD instruction should explicitly teach forms of English (e.g., vocabulary, syntax, morphology, functions, and conventions); (7) ELD instruction should emphasize academic language as well as conversational language; (8) ELD instruction should incorporate reading and writing, but should emphasize listening and speaking; (9) ELD instruction should integrate meaning and communication to support explicit teaching of language; (10) ELD instruction should be planned and delivered with specific language objectives in mind; (11) Use of English during ELD instruction should be maximized; the primary language should be used strategically; (12) ELD instruction should include interactive activities among students, but they must be carefully planned and carried out; (13) ELD instruction should provide students with corrective feedback on form. (Based on hypotheses emerging from recent EL research); and (14) Teachers should attend to communication and language-learning strategies and incorporate them into ELD instruction. (Contains 93 endnotes and 2 footnotes.) (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10