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ERIC Number: EJ835931
Record Type: Journal
Publication Date: 2009-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0034-0561
Learning Nonfiction in an ESL Class: The Interaction of Situated Practice and Teacher Scaffolding in a Genre Study
Ranker, Jason
Reading Teacher, v62 n7 p580-589 Apr 2009
This article features a first-grade, ESL classroom in which students engaged in learning to read and write nonfiction as part of a genre study. The most effective way of teaching genres has been an important topic in literacy education. On the one hand, literacy scholars have drawn attention to how overt instruction and scaffolding on the teacher's part are essential to students effectively learning to use various genres. On the other hand, genre-teaching theorists have underlined the importance of extended, collaborative opportunities for students to read and write texts (within the focal genre) that interest and engage them. The author presents detailed examples from the focal classroom as a way of considering the role that each of these teaching elements played in the students' learning of literacies associated with nonfiction. Teachers are then invited to use this case study to consider the teaching of genres in their own classrooms. (Contains 6 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A