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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
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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).

From Theory to Practice for Teachers of English Learners
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