Bringing a Reading Passage to Life: A Creative Comprehension Activity.

Autor/inn/en	Montone, Christopher L.; Short, Deborah J.
Institution	Center for Applied Linguistics, Washington, DC.; National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.
Titel	Bringing a Reading Passage to Life: A Creative Comprehension Activity.
Quelle	(1994), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Techniques; Conflict; Conflict Resolution; Cross Cultural Studies; Cultural Education; Culture Conflict; English (Second Language); Foreign Countries; Intermediate Grades; Junior High Schools; Middle Schools; Reading Comprehension; Reading Instruction; Second Language Instruction; Social Studies; World History + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Cultural comparison; Kulturvergleich; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Kulturkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Mittelstufe; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Leseverstehen; Leseunterricht; Fremdsprachenunterricht; Gemeinschaftskunde; Weltgeschichte
Abstract	A creative reading comprehension activity developed for multi-grade (6-8) English-as-a-Second-Language (ESL) social studies classes is described. The activity was developed as part of a project integrating language and culture in social studies instruction. Researchers worked with an ESL teacher and a social studies teacher to create a series of units on cross-cultural conflicts and their resolutions in world history. The units contained information on the cultures studied and the geography of four regions (Peru; Germany and Italy; Japan; Ethiopia). Lessons were designed to expose students to the roots of conflict and encourage consideration of alternative resolutions through the choices made by individuals at different stages in history. Readings were adapted to the students' language ability, graphic organizers were provided, and multiple forms of student expression (poems, artwork, role plays) were encouraged. The activity described here was a competitive mini-drama occurring during a unit on the Incan civilization's encounter with Spanish conquistadors in the early sixteenth century. Objectives, procedures, and outcomes are discussed. Contains 11 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01