Peer reviewed
Direct linkERIC Number: EJ887054
Record Type: Journal
Publication Date: 2007-Dec
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-1888
EISSN: N/A
Challenges and Instructional Approaches Impacting the Literacy Performance of English Language Learners
Markham, Paul L.; Gordon, Karen E.
Multiple Voices for Ethnically Diverse Exceptional Learners, v10 n1-2 p73-81 Dec 2007
For English Language Learners (ELLs), the process of becoming literate in English is daunting. Not only are these students faced with the same literacy challenges faced by native English-speaking students, but they are also challenged with extensive diversity issues relating to substantial differences in linguistic, cultural, and academic background experiences. This paper reviews the challenges faced by ELLs in learning to read in English. Subsequently the paper discusses the major instructional approaches designed to improve the literacy skill levels of these individuals.
Descriptors: Second Language Learning, Literacy, English (Second Language), English, Teaching Methods, Cultural Differences, Socioeconomic Influences, Academic Achievement, Educational Resources, Teacher Educators, Professional Development, Educational Strategies, Elementary Secondary Education, Public Schools
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
