Literaturnachweis - Detailanzeige
| Autor/inn/en | Cummins, Jim; Bismilla, Vicki; Chow, Patricia; Giampapa, Frances; Cohen, Sarah; Leoni, Lisa; Sandhu, Perminder; Sastri, Padma |
|---|---|
| Titel | Affirming Identity in Multilingual Classrooms |
| Quelle | In: Educational Leadership, 63 (2005) 1, S.38-43 (6 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-1784 |
| Schlagwörter | Second Language Learning; Multilingualism; English (Second Language); Classroom Techniques; Academic Achievement; Literacy; Language Usage; Prior Learning; Student Diversity |
| Abstract | The authors argue that in classrooms with students from linguistically diverse backgrounds, instruction should explicitly activate prior knowledge. Teachers have the opportunity to create environments that affirm the identities of English language learners, thereby increasing the confidence with which these students engage in language and literacy activities. Schools can achieve the goal of student achievement much more effectively when they take into account identity investment as a core component of learning. (Author). |
| Anmerkungen | Association for Supervision and Curriculum Development, 1703 N. Beauregard Street, Alexandria, VA 22311. Web site: http://www.ascd.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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