Literaturnachweis - Detailanzeige
| Autor/in | Bauer, Eurydice Bouchereau |
|---|---|
| Titel | Informed Additive Literacy Instruction for ELLs |
| Quelle | In: Reading Teacher, 62 (2009) 5, S.446-448 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.62.5.8 |
| Schlagwörter | Bilingual Education; Literacy; Educational Environment; Bilingual Teachers; English (Second Language); Teaching Methods; Literacy Education; Mainstreaming; Spanish; Student Diversity; California |
| Abstract | There are numerous reasons why schools struggle to provide English-language learners (ELLs) with additive literacy instruction. One reason for this is the lack of available trained bilingual teachers, mainstream teachers who have not received adequate training on how to teach ELLs, and the current political climate that appears to support an English-only school environment. Despite these obstacles, it is important for all teachers to support additive literacy in their classrooms. Classrooms that promote additive literacy provide students with the means to connect what they know about literacy in one language to another language. (As Provided). |
| 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 |
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