CELL Protocol (Conferring with English Language Learners): Supporting ELLs' Reading Comprehension in Middle Level Education

Autor/inn/en	Terantino, Joe; Donovan, Sarah
Titel	CELL Protocol (Conferring with English Language Learners): Supporting ELLs' Reading Comprehension in Middle Level Education
Quelle	In: Middle School Journal, 52 (2021) 2, S.14-25 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2020.1868057
Schlagwörter	English Language Learners; Reading Comprehension; Reading Instruction; Vocabulary Development; Peer Relationship; Reciprocal Teaching; Culturally Relevant Education; Middle School Students; Dialogs (Language); Student Role; Reading Strategies; Concept Formation; Classroom Communication + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Wortschatzarbeit; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Dialog; Dialogs; Dialogue; Dialogues; Reading strategy; Leselernstufe; Lesetechnik; Concept learning; Begriffsbildung; Klassengespräch
Abstract	This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs' conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following "This We Believe" characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01