Hurdling over Language Barriers: Building Relationships with Adolescent Newcomers through Literacy Advancement

Autor/inn/en	Flint, Patricia; Dollar, Tamra; Stewart, Mary Amanda
Titel	Hurdling over Language Barriers: Building Relationships with Adolescent Newcomers through Literacy Advancement
Quelle	In: Journal of Adolescent & Adult Literacy, 62 (2019) 5, S.509-519 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.927
Schlagwörter	Barriers; English (Second Language); Second Language Learning; Second Language Instruction; Summer Programs; Literacy; Literacy Education; Spanish; Oral Language; Teacher Student Relationship; Caring; Communication Problems; Culturally Relevant Education; Teaching Methods; High School Students; Writing Skills; Technological Literacy; Correlation; Native Language; Cultural Awareness; Secondary School Teachers; Intercultural Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sommerkurs; Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch; Oral interpretation; Mündlicher Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Kommunikationsbarriere; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Writing skill; Schreibfertigkeit; Technisches Wissen; Korrelation; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation
Abstract	Adolescents who are newcomers in a country and beginning to acquire English as an additional language are often in secondary classrooms with teachers who do not speak their languages. Due to these communication obstacles, there is a great need for teachers to build relationships with their students while setting optimal conditions for literacy development across languages (e.g., English and Spanish) and domains (e.g., oral, written, and digital communication). Guided by tenets of culturally and linguistically responsive pedagogy, the authors describe how two self-identifying monolingual English-speaking teachers formed relationships with high school newcomers during a summer literacy institute. The authors highlight three specific literacy activities that facilitated students' oral, written, and digital literacy skills in both English and Spanish while also creating a space for caring relationships to form between students and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01