Language and literacy development for English language learners: Exploring the potential of literacy events
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[1] Brigham Young University
Brigham Young University
Estados Unidos
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 973-981
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Literacy is critical for success both in and out of school; yet adolescent English learners (EL) are not performing at the level of their English-speaking peers. Since the EL population continues to grow faster than any other subgroup of students in U.S. schools, it is critical that institutions seek ways to better serve these students. This qualitative study focuses on ways in which one successful high-school teacher designed and enacted literacy events that provided language and literacy support for ELs. The findings describe the actions of the teacher, the opportunities for learning made available by these actions, and how the students took up these opportunities. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Opportunities included experiences in using vocabulary and language structures, developing and expressing ideas, and reflecting on the meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing activities, showing interest in what other students had to say, and not wanting the activities to end. The focus of this presentation will be to show video clips illustrating examples of each of the three findings and open a dialogue about the usefulness and effectiveness of well-orchestrated literacy events to support ELs’ language and literacy development across grade levels and content areas.
