Addressing Adolescent Literacy

Autor/inn/en	St. Onge, Barbara; Scalia, Santina; Vega, Laura F.
Titel	Addressing Adolescent Literacy
Quelle	In: District Administration, 44 (2008) 1, S.46-51 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-5749
Schlagwörter	Language Minorities; Academic Discourse; High Schools; Performance Tests; Second Language Learning; Minority Group Children; Teaching Methods; English (Second Language); High School Students; Literacy; Education; Reading Achievement; Competence; School Libraries; Access to Education; Vocational High Schools; Connecticut + Suchen Sie Ihr Suchwort? Sprachminderheit; Discourse; Diskurs; High school; Oberschule; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; High schools; Student; Students; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Bildung; Erziehung; Leseleistung; Kompetenz; School library; Schulbibliothek; Education; Access; Zugang; Bildungszugang
Abstract	The need to address adolescent literacy, with a focus on English Language Learners, has created a growing realization that instructional practices need to change. Two recent studies conducted by the National Literacy Panel for Language Minority Children and Youth and the Carnegie Corporation of New York's Panel on Adolescent English Language Learners elevate the urgency of responding to the literacy needs of middle and high school students. At the Connecticut Technical High School System (CTHSS), the largest technical high school system in the state, administrators noted a slight decrease in the reading proficiency of ELL students on the Connecticut Academic Performance Test (CAPT). This article describes how the CTHSS addresses the literacy needs of middle and high school students by delivering new instructional methods to support ELL students through differentiated instruction and by creating a handbook, "Content Literacy Strategies for English Language Learners: A Handbook for the Connecticut Technical High School System." Its goals include improving student competence in English, providing students with access to content literacy, and improving overall academic achievement. Moreover, the CTHSS's library/media center provides more meaningful access to curriculum and more opportunities to develop a better understanding of academic language. (ERIC).
Anmerkungen	Professional Media Group, LLC. 488 Main Avenue, Norwalk, CT 06851. Tel: 203-663-0100; Fax: 203-663-0149; Web site: http://www.districtadministration.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10