Beyond One-Size-Fits-All ELD Frameworks: Bringing English Learner's Lives and Social Justice to the Center of K-12 Instruction

Autor/in	Ciechanowski, Kathryn
Titel	Beyond One-Size-Fits-All ELD Frameworks: Bringing English Learner's Lives and Social Justice to the Center of K-12 Instruction
Quelle	In: ORTESOL Journal, 30 (2013), S.15-20 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-401X
Schlagwörter	English Language Learners; Spanish Speaking; Language Proficiency; Academic Standards; English (Second Language); Second Language Instruction; Language of Instruction; Social Studies; Language Minorities; Lesson Plans; Planning; Social Justice; Elementary Schools; Meetings; Discussion; Discourse Analysis; Culturally Relevant Education; Oregon + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Gemeinschaftskunde; Sprachminderheit; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Soziale Gerechtigkeit; Elementary school; Grundschule; Volksschule; Meeting; Tagung; Diskussion; Diskursanalyse
Abstract	The author collaborated with teachers and a English Language Learners (ELL) specialist at an elementary school that had a high percentage of ELLs, primarily from Spanish-speaking heritage, where teachers were in the early stages of exploring uses of English Language Proficiency (ELP) standards for English Language Development (ELD) (Oregon Department of Education, 2006). The teachers relied mostly on pull-out ELD instruction conducted by an ELL specialist in addition to Spanish/English dual language instruction by the classroom teachers. At the time, the author wondered whether the teachers had considered a different model to integrate ELD to provide a connected and coherent program for the students. She asked whether they were inclined to explore English forms and functions within the functional contexts of the subject areas, such as science or social studies, which is important to the development of academic language with ELLs (Schleppegrell, Achugar, & Oteiza, 2004). In social studies, which is the focus of this article, topics such as immigration, culture, and social activism seemed like a natural fit, not only for particular English functions (e.g., generalizing) and forms (e.g., modifying adjectives), but also for discussing the social realities of being an ethnic minority and non-dominant language group. In the part of the study reported here, questions considered included: (1) How did a teacher-researcher team plan lessons that moved beyond ELD and content to include social justice?; and (2) How did a teacher navigate the "messiness" of socially-relevant instruction with multiple objectives? (ERIC).
Anmerkungen	Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04