Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners

Autor/inn/en	Bunch, George C.; Walqui, Aída; Pearson, P. David
Titel	Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 48 (2014) 3, S.533-559 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.175
Schlagwörter	English (Second Language); English Language Learners; Language Arts; Native Language; Reading Comprehension; Difficulty Level; Reader Text Relationship; Teaching Methods; Second Language Learning + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Sprachkultur; Leseverstehen; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb
Abstract	In the United States, new common state standards in English language arts and disciplinary literacy require K-12 students to "read and comprehend complex literary and informational texts independently and proficiently." Issues of text complexity have spurred debates in the mainstream literacy, educational practice, and policy communities. Issues raised for English learners (ELs)--and their teachers--are even more vexing. This article considers first language (L1) and second language (L2) reading theory and research to articulate challenges facing ELs as they engage with complex text and to evaluate instructional responses. Reviewing historical and contemporary perspectives on text complexity and reading comprehension, the authors argue that (a) the complexity involved in comprehending difficult text transcends textual features to include dimensions of the reader, task, and pedagogical support; and (b) the path to success for ELs will not be paved solely by attempting to match readers with "appropriate" texts or by modifying existing texts to meet perceived student reading levels. If what is "complex" about reading certain kinds of texts is the relationship among the text, its reader, the task the reader is being asked to perform, and the context in its multiple dimensions, then pedagogical responses for ELs must keep all of these in mind. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10