Curriculum-Based Readers Theatre as an Approach to Literacy and Content Area Instruction for English Language Learners

2018 ◽  
Vol 35 (3) ◽  
pp. 243-260
Author(s):  
Samantha N. Uribe
2007 ◽  
Vol 24 (2) ◽  
pp. 42 ◽  
Author(s):  
Eleni Pappamihiel

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.


2017 ◽  
Vol 53 (2) ◽  
pp. 88-93 ◽  
Author(s):  
Matthew L. Love ◽  
Tracy G. Spies ◽  
Joseph J. Morgan

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.


2021 ◽  
Author(s):  
Heidi Jo Bartlett

While research in how English language learners (ELLs) use assessment accommodations is lacking, there are some general conclusions that one can draw. First, teachers must know their students’ abilities. This includes knowledge of their English proficiency, knowledge of their first language skills, especially as it pertains to literacy skills, and knowledge of their content area understanding. If teachers are aware of areas of weakness in students’ assessments, they should work to compensate for them by either changing their instruction or providing assessment accommodations. Second, it is important for teachers to recognize the various types of assessment accommodations that are available in their teaching situation. More vitally, teachers must be able to assign assessment accommodations appropriately to their students and know differences between ELL accommodations and Special Education accommodations. If accommodations are applied without regard to individual student differences, it can cause more harm to the assessment procedures and evaluations than benefits. Finally, there is a difference between high-stakes standardized tests and classroom assessments. While content-area teachers may have more freedom in modifying their classroom assessments, standardized tests are usually more constrained in their testing format and accommodations they are allowed to offer. Identifying gaps in research related to assessments for ELLs will benefit the field as content-area teachers continue to increase their work with students of diverse backgrounds.


2008 ◽  
Vol 78 (4) ◽  
pp. 1010-1038 ◽  
Author(s):  
Joy Janzen

This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of teaching; and professional development or teacher education issues. The article summarizes key findings in the literature, examining trends and discontinuities across the different content areas, and concludes with implications for teaching and suggestions for further research.


2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider

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