Working with English Language Learners in the Mainstream English Language Arts Classroom Through Collaboration and Two-Way Content-Based Instruction

2016 ◽  
pp. 79-105 ◽  
Author(s):  
Margo DelliCarpini ◽  
Amanda Nicole Gulla
Keyword(s):  
English Language Learners ◽  
Language Arts ◽  
Language Learners ◽  
English Language Arts ◽  
English Language ◽  
Based Instruction

Mobile Phones, Arts Integration, and English Language Arts

2021 ◽  
pp. 120-139
Author(s):  
Stephanie Loomis
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Arts Integration ◽  
Modern Society ◽  
Learning Tools ◽  
The Social ◽  
Full Participation ◽  
Based Instruction ◽  
Language Arts Classrooms

This chapter considers the affordances of smartphones as tools for arts integration in English language arts classrooms. It discusses the importance of students as creators of content and how teachers may capture the social tools already within student possession to function as learning tools as well. Arts-based instruction is briefly discussed as an important element for students' full participation in the multiliteracies that make up much of communication in modern society. While literacy in the form of reading and writing must always be the goal of the ELA teacher, it is also important to recognize the role of multiple literacies as legitimate forms of text. The chapter also includes specific ideas for students' smartphone compositions that teachers may consider.

Using E-Books to Acquire Foundational Academic Vocabulary

2017 ◽  
Vol 53 (2) ◽  
pp. 88-93 ◽  
Author(s):  
Matthew L. Love ◽  
Tracy G. Spies ◽  
Joseph J. Morgan
Keyword(s):  
English Language Learners ◽  
Secondary Students ◽  
Language Learners ◽  
English Language ◽  
Content Area ◽  
Content Standards ◽  
Academic Vocabulary ◽  
Academic Challenges ◽  
Language Needs ◽  
Based Instruction

Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of multimedia-delivered instruction as a support in the development of content area academic vocabulary. One such tool, electronic books (i.e., e-books), can be an effective multimedia resource used to supplement standards-based instruction and preteach content area vocabulary specifically designed for students with exceptional language needs. This article describes methods for analyzing content standards and developing differentiated e-books to preteach academic vocabulary to support students with exceptional language needs in acquiring foundational academic vocabulary. The selection and use of specific tools based on students’ academic and linguistic needs will also be illustrated.

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