Academic Writing of Adolescent English Learners: Learning to Use "Although"

Autor/in	Spycher, Pamela
Titel	Academic Writing of Adolescent English Learners: Learning to Use "Although"
Quelle	In: Journal of Second Language Writing, 16 (2007) 4, S.238-254 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1060-3743
DOI	10.1016/j.jslw.2007.07.001
Schlagwörter	Academic Discourse; Linguistics; Second Language Learning; Literacy; English (Second Language); Secondary School Students; Accountability; Writing (Composition); College Preparation; Teaching Methods; Secondary School Teachers; Writing Skills; Language Skills; United States + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Linguistik; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarschüler; Verantwortung; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; USA
Abstract	Increasing calls for equity and accountability in U.S. secondary schools have led to intensified scrutiny of the academic literacy development of English learning (EL) adolescents. This paper discusses some of the challenges that EL secondary students face in achieving the language and literacy skills that will enable them to succeed in their mainstream classes, graduate from high school, and continue their academic careers into college. It presents an instructional approach used to work with students on academic language development and describes the language resources that students were able to take up following instruction. This paper suggests ways that secondary teachers can teach their EL students to use linguistic analysis in order to recognize the expectations of academic writing and produce texts that increasingly incorporate the linguistic features of academic language. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10