Successful Strategies for English Language Learners

Autor/inn/en	Gray, Tracy; Fleischman, Steve
Titel	Successful Strategies for English Language Learners
Quelle	In: Educational Leadership, 62 (2004) 4, S.84-85 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Cultural Pluralism; Second Language Learning; Urban Schools; School Districts; Immigrants; English (Second Language); Teaching Methods; Second Language Instruction; Cultural Awareness; Scaffolding (Teaching Technique); Language Usage; Models; Error Correction; Visual Aids; Bilingualism; Bilingual Students; Family School Relationship; New York; United States + Suchen Sie Ihr Suchwort? Kulturpluralismus; Zweitsprachenerwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Sprachgebrauch; Analogiemodell; Korrektur; Anschauungsmaterial; Bilingualismus; USA
Abstract	The authors state that one key to successfully working with English language learners (ELLs) is to view them as a resource in the classroom since these students can offer information and perspectives about other countries and cultures. Additionally, many researchers support the use of scaffolding strategies to help ELLs organize their thoughts in English, develop study skills, and follow classroom procedures. ELLs progress when their content-area teachers use these supports as they deliver instruction. Research identifies the following scaffolding approaches as effective: Keep the language simple; Use actions and illustrations to reinforce oral statements; Ask for completion, not generation; Model correct usage and judiciously correct errors; and Use visual aids. The authors recommend that teachers establish strong relationships with families, since research has shown that establishing rapport between bilingual families and non-English-speaking families encourages family involvement in school. They also recommend that schools identify bilingual contacts in the school and community as well as foreign language instructors in local colleges and universities to provide translation support. Reaching out to families and other kinds of support is crucial in including ELLs in the school community and promoting their achievement. (ERIC).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10