Bringing Bilingualism to the Center of Guided Reading Instruction

Autor/inn/en	Ascenzi-Moreno, Laura; Quiñones, Rebecca
Titel	Bringing Bilingualism to the Center of Guided Reading Instruction
Quelle	In: Reading Teacher, 74 (2020) 2, S.137-146 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1922
Schlagwörter	Bilingualism; Reading Instruction; Teaching Methods; Language of Instruction; Bilingual Students; Bilingual Education + Suchen Sie Ihr Suchwort? Bilingualismus; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Bilingual teaching; Bilingualer Unterricht
Abstract	Educators consider guided reading one of the most powerful instructional tools in a reading teacher's arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset-based take on students' bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals' resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in their classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01