Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines

Autor/in	Lou, Yingling
Titel	Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines
Quelle	In: TESL Canada Journal, 37 (2020) 1, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Vocabulary Development; Content Area Reading; English Language Learners; Teaching Methods; Interdisciplinary Approach; Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Secondary School Teachers; Mainstreaming; Language Usage; Barriers; Intellectual Disciplines; Morphology (Languages); Academic Language; Morphemes; Learning Strategies; Scaffolding (Teaching Technique); Prior Learning; Reading Comprehension + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sinnerfassendes Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Geisteswissenschaften; Morphology; Morphologie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Morphem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorkenntnisse; Leseverstehen
Abstract	Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate disciplinary literacy and stay responsive to the unique and diverse learning needs of the adolescent English Language Learners (ELLs) who are integrated in the mainstream classes? Drawing on Moje's (2015) 4Es framework and a translanguaging pedagogy, this paper presents a set of instructional practices to support content teachers in integrating disciplinary literacy within the disciplines to enhance adolescent ELL students' learning in vocabulary development and reading. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01