Content area teachers’ challenges writing language objectives: A document analysis

TESOL Journal ◽  
2020 ◽  
Author(s):  
Alexandra Balconi ◽  
Emily Spitzman
Keyword(s):  
Document Analysis ◽  
Content Area ◽  
Content Area Teachers ◽  
Language Objectives

What reading strategies make sense to content area teachers?

Reading World ◽  
1980 ◽  
Vol 19 (3) ◽  
pp. 265-271 ◽  
Author(s):  
Nicholas P. Criscuolo ◽  
Richard T. Vacca ◽  
Joseph J. LaVorgna
Keyword(s):  
Reading Strategies ◽  
Content Area ◽  
Content Area Teachers

scholarly journals Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs

2007 ◽  
Vol 24 (2) ◽  
pp. 42 ◽  
Author(s):  
Eleni Pappamihiel
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
English Language ◽  
Immigrant Students ◽  
The United States ◽  
Content Area ◽  
Attitudes And Beliefs ◽  
Content Area Teachers ◽  
Safe Learning Environment

In the United States and Canada, as in many other countries, it has become common for teachers not specifically trained in English as a second language (ESL) to have immigrant and minority language students in their classrooms. These students, who are generally learning English along with the culture of their new countries, present many challenges for their teachers, who are often not appropriately trained to meet their needs. Often teachers of mathematics, science, and other content-area courses feel less than prepared for these students and lack the skills needed to accommodate instruction to their unique needs. In addition, these same teachers often harbor attitudes and beliefs about immigrant students that are not conducive to the development of a safe learning environment and are difficult to alter. This article describes how a community-based service-learning project (CBSL) was used to begin to investigate the attitudes and beliefs of preservice content-area teachers toward English language learners (ELLs). In this study many participants exhibited some level of change in their attitudes about working with ELLs.

Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy

2008 ◽  
Vol 78 (1) ◽  
pp. 40-59 ◽  
Author(s):  
TIMOTHY SHANAHAN ◽  
CYNTHIA SHANAHAN
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Content Area Literacy ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Comprehension Strategies ◽  
Content Area Teachers ◽  
School Settings ◽  
Adolescent Readers ◽  
Best Fit

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.

Using the discourse domain hypothesis of interlanguage to teach scientific concepts: Report on a case study in secondary education

2017 ◽  
Vol 55 (4) ◽  
pp. 413-454
Author(s):  
Fernando Naiditch ◽  
Larry Selinker
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Content Area ◽  
Scientific Concept ◽  
Scientific Concepts ◽  
Content Area Teachers ◽  
Linguistic Support ◽  
Rhetorical Function ◽  
Support Teacher ◽  
Domain Transfer

Abstract This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners’ interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function “definition,” with discourse level semantic choices, and attendant grammar, with ELL data gathered by the teacher residents. Correct definitions in expected grammatical form point to an understanding of the scientific concept within the discourse domain, providing evidence that the science or mathematics content has been understood by the student. In our data analysis, we concentrated on the semantics and grammar of this rhetorical function, but other functions kept intruding, especially “classification”. Cross-language transfer appears not to be a factor, but cross-domain transfer is. Finally, we discuss how the marriage of this view of interlanguage with safe rule rhetorical/grammatical functions can better support teacher preparation, especially given how challenging teaching ELLs is for content area teachers.

Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities

2019 ◽  
Vol 43 (4) ◽  
pp. 227-240
Author(s):  
Alexandra A. Lauterbach ◽  
Mary T. Brownell ◽  
Elizabeth A. Bettini
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Learning Difficulties ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Content Area Teachers ◽  
Hermeneutic Phenomenological ◽  
Students With Ld ◽  
Support Students ◽  
Research Based Practices

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.

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