Supporting Teachers of English Learners by Leveraging Students' Linguistic Strengths

Autor/inn/en	Jiménez, Robert T.; David, Sam; Pacheco, Mark; Risko, Victoria J.; Pray, Lisa; Fagan, Keenan; Gonzales, Mark
Titel	Supporting Teachers of English Learners by Leveraging Students' Linguistic Strengths
Quelle	In: Reading Teacher, 68 (2015) 6, S.406-412 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1289
Schlagwörter	English Teachers; Faculty Development; Pedagogical Content Knowledge; Teaching Skills; Teacher Behavior; Teacher Attitudes; Beliefs; Educational Practices; Reading Comprehension; Teaching Methods; Educational Strategies; Reading Improvement; Reading Achievement; Reading Strategies; Reading Instruction; Metacognition; Metalinguistics + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teacher behaviour; Lehrerverhalten; Belief; Glaube; Bildungspraxis; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Metalanguage; Metasprache
Abstract	In this paper, we seek to inform policy regarding the professional development of teachers of students who are learning English. To do this, we employ a framework that considers the pedagogical knowledge, practical teaching skills, and dispositions recommended by PD researchers and ELL teacher educators. We then present an approach that incorporates recommended teacher practices, dispositions, and types of knowledge that we call TRANSLATE, or Teaching Reading And New Strategic Language Approaches to English learners. We argue that translating carefully selected portions of grade-level appropriate text has the potential to improve the English reading comprehension of ELLs. We illustrate this approach by highlighting how one of our research team's instructors was able to incorporate ELL students' linguistic expertise into their guided reading of a text so that they could engage in the kinds of metacognitive and metalinguistic behavior known to foster reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01