Adaptations for English Language Learners: Differentiating between Linguistic and Instructional Accommodations

Autor/inn/en	Pappamihiel, N. Eleni; Lynn, C. Allen
Titel	Adaptations for English Language Learners: Differentiating between Linguistic and Instructional Accommodations
Quelle	In: TESL-EJ, 20 (2016) 3, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English Language Learners; Validity; Teaching Methods; Academic Achievement; Mainstreaming; Classroom Techniques; English (Second Language); Second Language Learning; Instructional Design; Teacher Attitudes; Self Efficacy; Nonstandard Dialects; Language Teachers; Elementary School Teachers; Elementary School Students; Online Surveys; Teacher Surveys + Suchen Sie Ihr Suchwort? Gültigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	While many teachers and teacher educators in the United States K-12 system acknowledge that the English language learners (ELLs) in our schools need modifications and accommodations to help them succeed in school, few attempt to parse out how different types of accommodations may affect learning in the mainstream classroom, specifically linguistic and instructional accommodations. In this study, 156 ESL (English as a second language) and mainstream teachers were asked about their knowledge of and level of self-efficacy concerning linguistic and instructional accommodations. Results showed that, while most participants acknowledged that the distinction is important, many were not comfortable defining or implementing these specific types of accommodations. This article is an attempt to examine how mainstream teachers feel about these two different types of accommodations needed by ELLs. The authors attempt to examine how teachers view both instructional and linguistic accommodations and establish surface level validity for this distinction and document the need for teachers, especially mainstream teachers, to be aware of and actively design lessons that include these separate accommodations. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01