Writing Instruction for Limited English Proficient Students: A Survey of Teachers' Perceptions.

Autor/inn/en	Weaver, Laurie R.; Padron, Yolanda N.
Titel	Writing Instruction for Limited English Proficient Students: A Survey of Teachers' Perceptions.
Quelle	(1994), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Classroom Techniques; Elementary Education; Elementary School Teachers; English (Second Language); Limited English Speaking; Surveys; Teacher Attitudes; Writing Instruction; Writing Strategies + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Klassenführung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Survey; Umfrage; Befragung; Lehrerverhalten; Schreibunterricht; Schreibtechnik
Abstract	A survey investigated the attitudes of 52 elementary school teachers of limited-English-proficient (LEP) students concerning their preference for product- or process-oriented writing strategies for this population. The teachers were administered a questionnaire on which they indicated preference, on a four-point scale, for 28 product- and process-oriented writing strategies identified as most commonly used by English-monolingual and bilingual students during the composing process. Results indicate the teachers perceived the process-oriented strategies as most important for teaching LEP students, in contrast to earlier studies that suggest process-oriented writing strategies are little used in the English-as-a-Second-Language classroom. In addition, years of teaching experience had little effect on preference for process-oriented vs. product-oriented strategies. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01