Developing Academic Language in English Language Learners Through Sheltered Instruction

Confronted with dual learning tasks—learning English as a 2nd language and grade-level content, English Language Learners (ELLs) in K-12 are often found struggling to become fluent in English and falling behind in academic studies. It is commonly recognized that academic vocabulary is strongly related to academic achievement. Academic vocabulary is of critical importance in content learning and key to classroom interactions as students are engaged in learning activities using academic language. This article will zero in on the challenges students encounter in learning academic vocabulary. It will start with the importance of teaching ELLs academic vocabulary, followed by a classification of academic vocabulary, and an elaboration of the characteristics of academic language. Teacher candidates will explore why sheltered instruction is indispensable for the learning of vocabulary and how the two main sources of word learning—incidental learning and explicit instruction, facilitates vocabulary development. The focus will be placed on the specific strategies to help students develop a rich academic vocabulary inventory. It is hoped that teacher candidates will walk away with some guiding principles on teaching academic vocabulary and find these principles helpful in their classrooms with ELLs.

Download Full-text

Preparing English Language Learners for the Mainstream: Academic Language and Literacy Practices in Two Junior High School ESL Classrooms

Reading & Writing Quarterly ◽

10.1080/10573569.2011.596105 ◽

2011 ◽

Vol 27 (4) ◽

pp. 324-362 ◽

Cited By ~ 9

Author(s):

Megan Madigan Peercy

Keyword(s):

High School ◽

English Language Learners ◽

Language Learners ◽

Junior High School ◽

English Language ◽

Literacy Practices ◽

Academic Language ◽

Junior High ◽

Language And Literacy

Download Full-text

Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch026 ◽

2019 ◽

pp. 549-563

Author(s):

Robert Pritchard ◽

Susan O'Hara ◽

Jeff Zwiers

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

New Technologies ◽

Academic Language ◽

Mathematical Practice ◽

Web Based ◽

Mathematics Classrooms ◽

Grade Levels ◽

Definition Of

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

Download Full-text