Authentic, Relevant, and Rigorous Literacy Practices for Culturally and Linguistically Diverse Newcomer Classrooms

Autor/in	Garcia, Kimberly D.
Titel	Authentic, Relevant, and Rigorous Literacy Practices for Culturally and Linguistically Diverse Newcomer Classrooms
Quelle	In: English in Texas, 49 (2019) 1, S.39-43 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0508
Schlagwörter	Cultural Differences; English Language Learners; Difficulty Level; Literacy Education; Academic Standards; Academic Achievement; Authentic Learning; Culturally Relevant Education; Immigrants; Standardized Tests; Teaching Methods; Secondary School Students; Poetry; Writing Evaluation; Peer Evaluation; Teacher Student Relationship; Feedback (Response); Cultural Background; Caring + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Schwierigkeitsgrad; Schulleistung; Immigrant; Immigrantin; Immigranten; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Lyrik; Poesie; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung
Abstract	Teachers routinely report that they feel pressured to teach to standardized assessments. Narrowing the curriculum may help students succeed on standardized assessments, but it rarely leads to long-lasting academic success. Authentic, relevant, and rigorous instruction in newcomer English learner (EL) classrooms, however, can create long-term learners while assisting students in mastering standardized exams. It is critical that adolescent ELs are academically challenged because they are in a race against time to master content and assessments in order to graduate. This article provides research-based activities and ideas to facilitate learning in linguistically and culturally diverse adolescent EL classrooms. (As Provided).
Anmerkungen	Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01