Learning from Alumni: Creating Middle School Classrooms That Support English Language Learners

Autor/inn/en	Lahey, Trace; Rizopoulos, Lisa
Titel	Learning from Alumni: Creating Middle School Classrooms That Support English Language Learners
Quelle	In: Middle School Journal, 54 (2023) 1, S.32-40 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lahey, Trace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2022.2142005
Schlagwörter	Middle School Students; English Language Learners; Teacher Educators; Alumni; Middle School Teachers; Prior Learning; Nonverbal Communication; Multimedia Instruction; Communication Strategies; Play; Educational Technology; Visual Aids; Language Acquisition + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Vorkenntnisse; Non-verbal communication; Nonverbale Kommunikation; Multimediales Lernen; Kommunikationsstrategie; Spiel; Unterrichtsmedien; Anschauungsmaterial; Sprachaneignung; Spracherwerb
Abstract	Teacher educators surveyed and interviewed program alumni working in middle schools to address the question, what literacy practices have you found to be most supportive of English language learners in your classrooms? This article describes the three most common practices identified by the middle school teachers, practices that are affiliated with five attributes that have been identified as central to effective and supportive middle school classrooms. The practices include: (1) activating prior knowledge; (2) employing non-linguistic, multimodal communication; and (3) integrating language play into the curricula. The authors affiliated research in the field with these practices to provide additional rationales for their implementation. Specific digital technologies recommended by the teachers to support these practices are also identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01