By Margo Gottlieb, Gisela Ernst-Slavit

Make each scholar fluent within the language of learning.

The universal center and ELD criteria offer pathways to educational luck via educational language. utilizing an built-in Curricular Framework, districts, faculties studying groups can:

  • Design and enforce thematic devices for studying
  • Draw from content material and language criteria to set objectives for all scholars
  • Examine standards-centered fabrics for tutorial language
  • Collaborate in making plans guideline and evaluation inside of and throughout classes
  • Consider linguistic and cultural assets of the scholars
  • Create differentiated content material and language goals
  • Delve deeply into tutorial options regarding educational language
  • Reflect on educating and studying

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Additional resources for Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning

Sample text

Diversity and Excellence (CREDE) and the National Literacy Panel reports, oral proficiency in English contributes to English literacy development (Goldenberg & Coleman, 2010). In addition, research has substantiated that students who are proficient in both their home language and English tend to outperform their monolingual peers. For Hawaiian students in the Kamehameha Project, oral language development through “talk story” practices, a culturally responsive teaching strategy, improved their literacy when this strategy was integrated into reading instruction (Au, 1998).

San Francisco, CA: John Wiley & Sons. , & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Portland, ME: Stenhouse. Examples From the CCSS for English Language Arts EXAMPLES FROM THE CCSS FOR ENGLISH LANGUAGE ARTS OF RELATED ACADEMIC LANGUAGE Current content standards, led by the Common Core State Standards Initiative, center on college and career readiness as a universal goal for schooling. According to George Bunch, Amanda Kibler, and Susan Pimentel (2012), the four areas of concentration for English language arts—(1) engaging in complex text, (2) using evidence in writing, (3) collaborating in speaking and listening, and (4) developing language to carry out communication effectively—should be the primary focus for educators of English language learners (ELLs).

2011). “Words that hold us up”: Teacher talk and academic language in five upper elementary classrooms. Linguistics and Education, 22, 430–440. , & Mulhern, M. (2003, September/October). Bilingual books: Promoting literacy and biliteracy in the second-language and mainstream classroom. Reading Online, 7(2). , & Lapp, D. (2012). Teaching students to read like detectives: Comprehending, analyzing, and discussing text. Bloomington, IN: Solution Tree. , & Frey, N. (2007). Language learners in the English classroom.

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