ERIC Number: ED427448
Record Type: RIE
Publication Date: 1998-Oct
Reference Count: N/A
Teaching English-Language Learners with Learning Difficulties: Guiding Principles and Examples from Research-Based Practice.
Gersten, Russell; Baker, Scott K.; Marks, Susan Unok
This guide provides practical information for teachers and others working with students who have learning difficulties (such as learning or language disabilities) and for whom English is a second language. Emphasis is on productive instructional strategies and approaches. The book is based on results of focus groups comprised of practicing teachers as well as a review of the research literature on effective instructional practices with English-language learners. Following an introductory chapter, the underlying concepts of "comprehensible input" and "meaningful access to the general curriculum" are explained in the next two chapters. Chapter 4 addresses problems in trying to provide meaningful access through comprehensible input, whereas chapter 5 considers approaches to increasing meaningful access through comprehensible input. Chapter 6 focuses on the teaching of academic language and chapter 7 offers useful initial teaching strategies. The following chapter considers what teachers can do to provide meaningful access to the general curriculum. Chapter 9 offers specific strategies to build comprehension and other language abilities. The final chapter explains key instructional principles such as teacher "think alouds" and modeling, use of concrete examples to explain concepts, importance of consistent language, the need to balance cognitive and language demands, and the value of peers in language development. (Contains 54 references.) (DB)
Publication Type: Books; Guides - Non-Classroom; ERIC Publications
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.; Council for Exceptional Children, Reston, VA.
Note: "This publication is an expansion of 'Strategies for Teaching English-Language Learners,' by Russell Gersten, Scott K. Baker, and Susan Unok Marks,which appeared as a chapter in 'Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms,' Karen R. Harris, Steve Grahm, and Don Deshler, eds."; see ED 414 396.