Challenges and Instructional Approaches Impacting the Literacy Performance of English Language Learners

Autor/inn/en	Markham, Paul L.; Gordon, Karen E.
Titel	Challenges and Instructional Approaches Impacting the Literacy Performance of English Language Learners
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.73-81 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Second Language Learning; Literacy; English (Second Language); Teaching Methods; Cultural Differences; Socioeconomic Influences; Academic Achievement; Educational Resources; Teacher Educators; Professional Development; Educational Strategies; Elementary Secondary Education; Public Schools + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Sozioökonomischer Faktor; Schulleistung; Bildungsmittel; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrstrategie; Public school; Öffentliche Schule
Abstract	For English Language Learners (ELLs), the process of becoming literate in English is daunting. Not only are these students faced with the same literacy challenges faced by native English-speaking students, but they are also challenged with extensive diversity issues relating to substantial differences in linguistic, cultural, and academic background experiences. This paper reviews the challenges faced by ELLs in learning to read in English. Subsequently the paper discusses the major instructional approaches designed to improve the literacy skill levels of these individuals. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10