Linguistic Intervention Techniques for At-Risk English Language Learners

Autor/inn/en	Schneider, Elke; Evers, Tsila
Titel	Linguistic Intervention Techniques for At-Risk English Language Learners
Quelle	In: Foreign Language Annals, 42 (2009) 1, S.55-76 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
Schlagwörter	Intervention; Required Courses; Second Language Learning; Language Skills; English (Second Language); Teaching Methods; At Risk Students; Academic Failure; Contrastive Linguistics; Remedial Instruction; Skill Development; Pronunciation Instruction; Reading Strategies; Vocabulary Development; Semitic Languages; German; Spelling + Suchen Sie Ihr Suchwort? Pflichtkurs; Zweitsprachenerwerb; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Kontrastive Linguistik; Förderkurs; Kompetenzentwicklung; Qualifikationsentwicklung; Ausspracheübung; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Arabisch; Hebräisch; Deutscher; Schreibweise
Abstract	In U.S. public schools, the population of nonnative speakers of English who are at risk for failing language requirements is growing. This article presents multisensory structured language (MSL) teaching strategies to remediate these students' difficulties in reading, writing, and speaking English. These strategies are underscored by recent findings of cross-linguistic studies. The MSL strategies are evidence-based and can be applied to any language. They are supported by a variety of teaching resources to assist instructors in helping at-risk English language learners improve their English language skills. (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/121504029/home?CRETRY=1&SRETRY=0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10