Literaturnachweis - Detailanzeige
Autor/inn/en | Gatlin-Nash, Brandy; Chow, Jason C.; Evans, Imani |
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Titel | Addressing the Needs of Nonmainstream Dialect Speakers with Learning Disabilities |
Quelle | In: Intervention in School and Clinic, 59 (2023) 1, S.20-28 (9 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Gatlin-Nash, Brandy) ORCID (Chow, Jason C.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-4512 |
DOI | 10.1177/10534512221130066 |
Schlagwörter | Students with Disabilities; Learning Disabilities; Student Needs; Dialects; Teacher Competencies; Teacher Education Programs; Reading Instruction; Methods Courses; Language Acquisition; Beginning Teachers; Theories; Interdisciplinary Approach; Black Dialects; Teacher Role; Teacher Educators; Language Variation Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Dialect; Dialekt; Lehrkunst; Leseunterricht; Methodisch-didaktische Anleitung; Sprachaneignung; Spracherwerb; Junior teacher; Junglehrer; Theory; Theorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Sprachenvielfalt |
Abstract | Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educators can support novice teachers in addressing the needs of NMAE speakers with or at risk for learning disabilities. This article focuses on four core recommendations that teacher educators and other practitioners can learn from and apply in teacher preparation coursework to support the learning outcomes and needs of NMAE dialect speakers. These are (a) basic instruction on and descriptions of language variation in reading methods courses, (b) addressing language variation within the core areas of language development, (c) guidance for novice teachers to critically examine reading and literacy theories to plan instruction, and (d) collaboration across disciplines to encourage interdisciplinary partnerships with other school personnel. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |