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Academic Language in Diverse Classrooms: English Language by Margo Gottlieb, Gisela Ernst-Slavit

By Margo Gottlieb, Gisela Ernst-Slavit

Make each pupil fluent within the language of learning.

The universal middle and ELD criteria supply 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 ambitions for all scholars
  • Examine standards-centered fabrics for tutorial language
  • Collaborate in making plans guideline and evaluation inside and throughout classes
  • Consider linguistic and cultural assets of the scholars
  • Create differentiated content material and language pursuits
  • Delve deeply into educational concepts related to educational language
  • Reflect on instructing and studying

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

Example text

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.

Quotations, figurative language (metaphors and similes) Comparison and contrast of two or more characters, settings, or events 5 Stories, dramas, poems, graphic novels, multimedia presentations, mysteries, adventure stories, digital sources, opinion pieces, contentarea texts (history/social studies, science, technical subjects) In the book Lost, Donald doesn’t have any friends. However, he is kind and considerate. In contrast, Drew is very popular and confident.

Ideally, the metacognitive, metalinguistic, and sociocultural awareness being fostered throughout the unit is also being systematically shared among teachers and students. For students, reflection might occur in both their home language and English so they can acquire and communicate deep understanding of content and language. For teachers, reflection entails examining evidence for learning, sharing what they discover with students and their fellow team members, and making instructional adjustments based on the information.

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