Meeting the Literacy Development Needs of Adolescent English Language Learners through Content Area Learning. Part One: Focus on Motivation and Engagement.

Meltzer, Julie; Hamann, Edmund T.

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Record Details - ED491604

Title: Meeting the Literacy Development Needs of Adolescent English Language Learners through Content Area Learning. Part One: Focus on Motivation and Engagement

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Title:	Meeting the Literacy Development Needs of Adolescent English Language Learners through Content Area Learning. Part One: Focus on Motivation and Engagement
Authors:	Meltzer, Julie; Hamann, Edmund T.
Descriptors:	Second Language Learning; Teaching Methods; Secondary School Students; Student Motivation; Adolescents; Learning Strategies; Educational Research; Literacy; English (Second Language); Limited English Speaking; ; Relevance (Education); Classroom Environment; Cooperative Learning; Content Area Reading; Content Area Writing
Source:	Education Alliance at Brown University
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Publisher:	The Education Alliance at Brown University. 222 Richmond Street, Suite 300, Providence, RI 02903. Tel: 800-521-9550; Tel: 401-274-9548; Fax: 401-421-7650; e-mail: info@alliance.brown.edu; Web site: http://www.alliance.brown.edu.
Publication Date:	2004-00-00
Pages:	68
Pub Types:	Information Analyses; Reports - Research
Abstract:	This paper highlights the substantial overlap in recommended practices from two emerging areas of educational research: research on the academic literacy development of adolescents and research on English language learners (ELLs) in secondary schools. Specifically, this paper examines instructional principles related to the connection between students motivation and engagement and their literacy development as supported by both bodies of literature. These principles include making connections to students' lives, creating responsive classrooms, and having students interact with each other and with text. This paper is the first of two papers based on the same reviews of the adolescent literacy and adolescent ELL literatures. The focus of the second paper is on content-area teaching and learning strategies that support literacy development (Meltzer & Hamann, under development). With increasing numbers of ELLs attending secondary schools across the country, more content-area teachers are responsible for teaching them, whether or not these teachers have been trained in best practices with ELLs. This survey of the literature concludes that teacher professional development that focuses on promising practices for engaging adolescents with academic literacy tasks will provide some of the training that content-area secondary school teachers need in order to productively support the academic literacy development of their ELL students. Therefore, if secondary school content-area teachers implemented the promising practices suggested by the Adolescent Literacy Support Framework (Meltzer, 2001) with regard to motivation and engagement in ways supported by the literature on effective instructional practices for ELLs, teachers would be more effective in supporting the academic literacy development of all students. (Contains 1 figure and 2 footnotes.) [For part two of this report, see ED491606.]
Abstractor:	ERIC
Reference Count:	252

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	N/A
Institutions:	Brown Univ., Providence, RI. Education Alliance for Equity in the Nation's Schools.; Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI.
Sponsors:	Institute of Education Sciences (ED), Washington, DC.
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://www.alliance.brown.edu/db/ea_catalog.php

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