Offering or Limiting Opportunities: Teachers' Roles and Approaches to English-Language Learners' Participation in Literacy Activities

Autor/in	Yoon, Bogum
Titel	Offering or Limiting Opportunities: Teachers' Roles and Approaches to English-Language Learners' Participation in Literacy Activities
Quelle	In: Reading Teacher, 61 (2007) 3, S.216-225 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.61.3.2
Schlagwörter	Teacher Role; Reading Teachers; Literacy; English (Second Language); Teaching Methods; Mainstreaming; Grade 6; Student Participation; Teacher Influence; Cultural Pluralism; Reading Instruction; Teacher Student Relationship; Culturally Relevant Education; Middle School Students; Classroom Environment + Suchen Sie Ihr Suchwort? Lehrerrolle; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kulturpluralismus; Leseunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klassenklima; Unterrichtsklima
Abstract	After examining the teachers of sixth-grade English-language learners (ELLs) in their regular classrooms, the authors of this study found that the ELLs' active or passive participation was much influenced by the teachers' approach to the students but not by the teachers' use of specific methods only. While the teachers' focus on American monoculturalism provided little room for the ELLs' participation in the cultural discourse, the teachers' approach based on the students' cultural and social needs promoted the students' participation. The study aims to help reading teachers be aware of their roles and teaching practices as supports or constraints on ELLs' active participation in the mainstream classroom. (Contains 2 tables and 1 figure.) (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10