What Does Research Say about Effective Practices for English Learners? Part II: Academic Language Proficiency

Autor/inn/en	Coleman, Rhoda; Goldenberg, Claude
Titel	What Does Research Say about Effective Practices for English Learners? Part II: Academic Language Proficiency
Quelle	In: Kappa Delta Pi Record, 46 (2010) 2, S.60-65 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-8958
Schlagwörter	Academic Discourse; Second Language Learning; English (Second Language); Language Proficiency; Language Acquisition; English Instruction; Educational Practices; Best Practices; Educational Strategies; Classroom Techniques; Expressive Language; Receptive Language; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb; English langauage lessons; Englischunterricht; Bildungspraxis; Lehrstrategie; Klassenführung; Rezeptive Kommunikationsfähigkeit; Theorie-Praxis-Beziehung
Abstract	Academic language is a vital part of content-area instruction and is one of the most pressing needs faced by English Language Learners (ELLs). The fundamental challenge ELLs in all-English instruction face is learning academic content while simultaneously becoming proficient in English. Because of this challenge, the authors, as educators, do not know to what extent ELLs can keep pace academically with English speakers; nonetheless, their goal should be to make academic content as accessible as possible for these students and promote English language development as students learn academic content. This, the second article, deals with academic language and literacy in English. (Contains 1 table.) [For Part I, see EJ865402.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10