Instructional Models for Equitable and Effective Multilingual Instruction in California

Autor/inn/en	Gross, Esther; Crawford, Jenifer
Titel	Instructional Models for Equitable and Effective Multilingual Instruction in California
Quelle	In: CATESOL Journal, 32 (2021) 1, S.59-67 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Teaching Methods; Equal Education; Multilingualism; Progressive Education; Bilingualism; English (Second Language); Second Language Learning; Kindergarten; Elementary Secondary Education; Student Centered Learning; Power Structure; Instructional Effectiveness; Second Language Instruction; Educational Practices; Sociocultural Patterns; Race; Bilingual Education; Scaffolding (Teaching Technique); Cooperative Learning; Culturally Relevant Education; Language Proficiency; Academic Language; Standard Spoken Usage; Language Variation; Spanish; Constructivism (Learning); Prior Learning; California + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Reformpädagogik; Progressive Erziehung; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtserfolg; Fremdsprachenunterricht; Bildungspraxis; Soziokulturelle Theorie; Rasse; Abstammung; Bilingual teaching; Bilingualer Unterricht; Kooperatives Lernen; Language skill; Language skills; Sprachkompetenz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Gesprochene Sprache; Umgangssprache; Sprachenvielfalt; Spanisch; Vorkenntnisse; Kalifornien
Abstract	This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share many common effective principles and strategies for bilingual instruction that support and often accelerate language and content learning. While these instructional models exemplify many of the best traditional and progressive approaches to multilingual instruction, they do not encompass critical orientation to language teaching and learning. In this article we argue that none of the current models synthesize high-leverage practices from all orientations and thus offer a critical framework grounded in the sociocultural and raciolinguistic contexts of multilingual instruction to best serve all K-12 Emergent Bilinguals (EBs) in California. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01