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ERIC Number: EJ759702
Record Type: Journal
Publication Date: 2006
Pages: 27
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0147-1635
Teaching Multilingual Learners across the Curriculum: Beyond the ESOL Classroom and Back Again
Zamel, Vivian; Spack, Ruth
Journal of Basic Writing (CUNY), v25 n2 p126-152 Fall 2006
Language and literacy are situated in specific classroom contexts and are acquired as students engage with the subject matter and tasks of these courses. Therefore, all faculty--not just those who teach courses devoted to teaching English to speakers of other languages (ESOL)--are responsible for contributing to multilingual students' acquisition of language and literacy. Drawing on qualitative research studies, including first-hand accounts of students and faculty who discuss their expectations and experiences in undergraduate courses across the curriculum, this article explores how faculty can facilitate the learning of multilingual students. Analyzing a variety of pedagogical strategies that faculty across disciplines have enacted in their own teaching, we find confirmation for our theory that when writing is assigned for the purpose of fostering learning, and when instructors provide supportive feedback in response to what students have written, writing can serve as a powerful means for promoting language acquisition. Significantly, this across-the-curriculum research indicates that when faculty transform their pedagogy to meet the needs of ESOL students, all students benefit. This research also has critical implications for the philosophical and pedagogical perspectives that bear on ESOL teaching. (Contains 1 note.)
Kingsborough Community College City University of New York. Available from: Boyd Printing Company, Inc. 49 Sheridan Avenue, Albany, NY 12210. Tel: 800-877-2693; Tel: 518-436-9686; e-mail: info@boydprinting.com; Web site: http://www.boydprinting.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A