From Theory to Practice for Teachers of English Learners
ارسال کننده : جناب آقای مهدی بوربورمرادی
سطح فعالیت : مدیر ارشد
ایمیل : mahdibourbourmoradi[@]gmail.com
تاریخ ارسال : ۲۲ اسفند ۱۳۹۳
دفعات بازدید : 1312
زبان نوشتاری : english
تعداد صفحه : 30
فرمت فایل : pdf
حجم فایل : 366 KB (375,748 bytes)
قیمت فایل : رایگان
دانلود فایل
امتیاز مثبت : 8
امتیاز منفی : 0


Teaching and learning English in the US are complex processes that
are not explained by language theories or methods alone. Concepts
such as the relationship between language majority groups and language
minority groups, language status, immigration, economics,
language planning, and policies add to the complexity of languagelearning
situations. Effective teachers for the more than 5 million
English learners (ELs) in kindergarten through 12th grades require
unique knowledge, skills, and dispositions. This article provides a
review of the language, learning, and language learning theories
and practices for second language teaching, focusing on sociocultural
theories and practices.
Second Language Teaching
Learning Theories and Second Language Teaching
Language Theories and Second Language Learning
Summary of Language Theories
Communicative Language Teaching
Teaching English as a Second Language: Sociocultural Issues
Effective Instructional Programs and Practices
for K-12 English Learners
A Sociocultural/Constructivist Approach to Teaching English
as a Second Language
English for Specific Purposes/English for Academic Purposes
Academic Language Teaching
Models of Second Language Acquisition
Additive Approaches to Second Language Acquisition
The Role of Assessment
Oral Language Development
Teaching of Pronunciation for K-12 English Learners
Teaching of Vocabulary for K-12 English Learners
Grammar Instruction for K-12 English Learners
Phonics Instruction for K-12 English Learners
Writing Instruction for K-12 English Learners
at Beginning Stages of English Proficiency
The Role of Standards
Technological Literacy and English Language Learners
The Development of Teacher Expertise for Teaching
K-12 English as a Second Language
Models of Teacher Expertise for English Learners
Conclusion
Author
Notes
References
This article provides an overview of theories, approaches, and practices
in teaching children who speak languages other than English in K-12
schools in the US. Building from a synthesis of the literature on teaching
English as a second language, I conclude by noting the pedagogical knowledge
and skills teachers in K-12 settings must have to appropriately meet the needs
of this growing population. An additive and culturally responsive approach is
taken in addressing the educational needs of English learners (ELs), namely
that using children’s languages and cultural backgrounds should be viewed as
resources in helping them succeed academically (Kloss, 1998).
