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ERIC Number: ED452705
Record Type: Non-Journal
Publication Date: 2000-Sep
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Literacy Development through Content Based Instruction: A Case Study.
Papai, Nicole D.
Working Papers in Educational Linguistics, v16 n2 p81-95 Fall 2000
English Language Learning (ELL) students in the United States face special challenges for achieving academic success. In addition to the cross-cultural differences that may limit their understanding of the cultural norms and socialization into the larger U.S. discourse community, these students can be hindered by their lower-level English language skills. This case study discusses how one middle school teacher in a pull-out English to Speakers of Other Languages (ESOL) classroom used content-based instruction to teach English as well as develop the multidimensional nature of literacy. His practice uses thematic units, technology and standardized achievement test preparation as a means of increasing English language skills, technical skills, and academic competencies to facilitate socialization in American discourse practices. Further, the discussion examines how the teacher rejects the idea of lower-level literacy capabilities of ELL students as part of his efforts to provide them with access to academic success in the U.S. It is concluded that content-based instruction expands the students' conceptual knowledge base while teaching language through meaningful activities. (Contains 23 references.) (KFT)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A