Practices for English-Language Learners. An Overview of Instructional Practices for English-Language Learners: Prominent Themes and Future Directions. Topical Summary.

Autor/inn/en	Gersten, Russell; Baker, Scott
Institution	Education Development Center, Newton, MA. National Inst. for Urban School Improvement.
Titel	Practices for English-Language Learners. An Overview of Instructional Practices for English-Language Learners: Prominent Themes and Future Directions. Topical Summary.
Quelle	(2000), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Educational Research; English (Second Language); Instructional Effectiveness; Limited English Speaking; Literature Reviews; Native Language Instruction; Second Language Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This review of research considers how best to teach English-language learners. A realistic appraisal of the empirical database indicates that research findings have failed to provide answers to questions about the importance of native language instruction and the best age and best methods for introducing academic instruction in English. The review suggests that good bilingual programs anchor curriculum goals to vocabulary development, and develop teachers' awareness and provide them with resources to allow the use of visual aids in their instruction. Good bilingual programs also use small-group cooperative learning and peer tutoring to enhance learning. They develop the skills of bilingual teachers to use students' native language strategically to reinforce academic content learning, and they use ongoing research as a resource for staff development. The review concludes that it is beneficial to use students' native language, but it should be done in a strategic manner. There is virtually no research to support the position that proficiency in a student's native language is needed before full-time instruction in English can be provided. (Contains 53 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01