Teaching English-Language Learners with Learning Difficulties: Guiding Principles and Examples from Research-Based Practice.

Autor/inn/en	Gersten, Russell; Baker, Scott K.; Marks, Susan Unok
Institution	ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.; Council for Exceptional Children, Reston, VA.
Titel	Teaching English-Language Learners with Learning Difficulties: Guiding Principles and Examples from Research-Based Practice.
Quelle	(1998), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-86586-331-8
Schlagwörter	Leitfaden; Classroom Techniques; Curriculum Design; English (Second Language); Focus Groups; Instructional Effectiveness; Language Impairments; Learning Disabilities; Limited English Speaking; Peer Relationship; Research Utilization; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Klassenführung; Lehrplangestaltung; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung; Peer-Beziehungen; Forschungsumsetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	This guide provides practical information for teachers and others working with students who have learning difficulties (such as learning or language disabilities) and for whom English is a second language. Emphasis is on productive instructional strategies and approaches. The book is based on results of focus groups comprised of practicing teachers as well as a review of the research literature on effective instructional practices with English-language learners. Following an introductory chapter, the underlying concepts of "comprehensible input" and "meaningful access to the general curriculum" are explained in the next two chapters. Chapter 4 addresses problems in trying to provide meaningful access through comprehensible input, whereas chapter 5 considers approaches to increasing meaningful access through comprehensible input. Chapter 6 focuses on the teaching of academic language and chapter 7 offers useful initial teaching strategies. The following chapter considers what teachers can do to provide meaningful access to the general curriculum. Chapter 9 offers specific strategies to build comprehension and other language abilities. The final chapter explains key instructional principles such as teacher "think alouds" and modeling, use of concrete examples to explain concepts, importance of consistent language, the need to balance cognitive and language demands, and the value of peers in language development. (Contains 54 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01