Academic Language for English Language Learners and Struggling Readers: How to Help Students Across Content Areas

2012 ◽  
Vol 46 (2) ◽  
pp. 420-422
Author(s):  
Juliet Hart
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Struggling Readers ◽  
English Language ◽  
Academic Language ◽  
Content Areas

Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

2019 ◽  
pp. 549-563
Author(s):  
Robert Pritchard ◽  
Susan O'Hara ◽  
Jeff Zwiers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
New Technologies ◽  
Academic Language ◽  
Mathematical Practice ◽  
Web Based ◽  
Mathematics Classrooms ◽  
Grade Levels ◽  
Definition Of

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

Partnering to Develop Academic Language for English Language Learners through Mathematics and Science

2008 ◽  
Vol 85 (2) ◽  
pp. 107-112 ◽  
Author(s):  
Cecilia Silva ◽  
Molly Weinburgh ◽  
Kathy Horak Smith ◽  
Guadalupe Barreto ◽  
Joan Gabel
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Academic Language ◽  
Mathematics And Science

scholarly journals Mentoring Secondary Novice Teachers to Develop Academic Language of English Language Learners

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Susan O'Hara ◽  
Joanne Bookmyer ◽  
Robert Pritchard ◽  
Robin Martin
Keyword(s):  
English Language Learners ◽  
Language Development ◽  
Novice Teachers ◽  
Language Learners ◽  
New Teachers ◽  
English Language ◽  
Academic Language ◽  
Practical Knowledge ◽  
Instructional Methods ◽  
Language Instruction

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a major paradigm shift for novices. Implications for mentor and teacher professional development are discussed, as mentors are key to supporting the uptake of dynamic instructional methods needed to enact essential practices. While mentoring is a common strategy for supporting new teachers, few models exist for how mentors can support new teachers with building the academic language development of ELLs. Further, few studies examine mentoring exchanges that can promote teachers’ understanding and practices to support ELL students’ academic language development. Limitations of the study include sample size and use of varied respondent data sets.

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