By Margo Gottlieb, Gisela Ernst-Slavit
Make each scholar fluent within the language of learning.
The universal middle and ELD criteria offer pathways to educational good fortune 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 targets
- Delve deeply into tutorial innovations regarding educational language
- Reflect on educating and studying
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Extra info for Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning
In addition to the general understanding ELLs have regarding how to use language, students might know more English than we realize. In this book series there are several examples of how teachers, knowledgeable in the home language of their students, use cognates—words in one language that correspond in both meaning and form to words in other language—to enhance language development. While there are only a few cognates between English and Chinese, there are a high percentage of cognates between English and the Romance languages (French, Italian, Portuguese, Romanian, Spanish), German, and other languages.
Hansen, A. , & Smith, P. C. (2010). Teaching language arts to English language learners. New York, NY: Routledge. Vygotsky, L. S. (1987). Thinking and speech (N. ). In R. Rieber & A. ), The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York, NY: Plenum Press. , & Heritage, M. (2012). Instruction for diverse groups of English language learners. Paper presented at the Understanding Language Conference, Stanford University, Palo Alto, CA, January 14, 2012.
The Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and Next Generation Science Standards states that the language competencies spelled out in the CCSS and NGSS “implicitly demand [that] students acquire ever-increasing command of language in order to acquire and perform the knowledge and skills articulated in the standards” (Council of Chief State School Officers [CCSSO], 2012, p. ii). In the following figures, we begin to chip away at the underlying academic language, bringing it to the surface for teacher use.
Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning by Margo Gottlieb, Gisela Ernst-Slavit