Literaturnachweis - Detailanzeige
Autor/inn/en | Markham, Paul L.; Gordon, Karen E. |
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Titel | Challenges and Instructional Approaches Impacting the Literacy Performance of English Language Learners |
Quelle | In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.73-81 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1547-1888 |
Schlagwörter | Second Language Learning; Literacy; English (Second Language); Teaching Methods; Cultural Differences; Socioeconomic Influences; Academic Achievement; Educational Resources; Teacher Educators; Professional Development; Educational Strategies; Elementary Secondary Education; Public Schools Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Sozioökonomischer Faktor; Schulleistung; Bildungsmittel; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrstrategie; Public school; Öffentliche Schule |
Abstract | For English Language Learners (ELLs), the process of becoming literate in English is daunting. Not only are these students faced with the same literacy challenges faced by native English-speaking students, but they are also challenged with extensive diversity issues relating to substantial differences in linguistic, cultural, and academic background experiences. This paper reviews the challenges faced by ELLs in learning to read in English. Subsequently the paper discusses the major instructional approaches designed to improve the literacy skill levels of these individuals. (As Provided). |
Anmerkungen | Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |