Math and Science Strategies for English Learners with Learning Disabilities

Autor/inn/en	Peterson, Patricia; Johnson, Gae; Showalter, Stephen
Titel	Math and Science Strategies for English Learners with Learning Disabilities
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 18 (2012) 3, S.103-110 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	English Language Learners; English (Second Language); Learning Disabilities; Teaching Methods; Best Practices; Standard Spoken Usage; Transitional Programs; Academic Discourse; Vocabulary Development; Language Role; Mathematics; English for Science and Technology; Relevance (Education); Visual Learning; Enrichment Activities; Hands on Science; Experiential Learning; Instructional Materials; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Gesprochene Sprache; Umgangssprache; Discourse; Diskurs; Wortschatzarbeit; Mathematik; Technisches Englisch; Relevance; Relevanz; Visual education; Visuelles Lernen; Bereicherungsprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Students with learning disabilities have significantly lower achievement in math and science than students from the general population. If these students with learning disabilities also are English Learners, the challenges for success in math and science are even more difficult. Teachers need to infuse best practices into their classrooms to support the learning of all students. These practices include, but are not limited to, the following: developing conversational language that bridges the gap to academic language; focusing on the academic languages of math and science that contain specific vocabulary terms and everyday conversational terms with different academic meaning; implementing verbal scaffolding, procedural scaffolding, and instructional scaffolding to facilitate cognitive connections; connecting new math and science content to student experiences; providing visual learning experiences with hands-on learning; using concrete materials and strategies; and providing writing and vocabulary enrichment activities. The strategies and methods presented are a beginning point for teachers and represent good teaching practices for all students. (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06