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Academic Literacy for English Learners
Academic literacy for English Learners focuses on the ability to engage with, understand, and produce language that is characteristic of academic settings. This includes the basic proficiency in English as well as the mastery of academic vocabulary, comprehension of text structures and genres, and the ability to critically analyze and synthesize information. Academic thinking, on the other hand, involves higher-order cognitive skills such as critical thinking, problem-solving, and the ability to make connections between different pieces of information.
For English Learners, developing academic literacy and thinking is important because it directly impacts their ability to access and advance in educational settings. Without sufficient academic literacy, ELs are more likely to struggle to understand course materials. They are less likely to participate in class discussions, or perform well in assessments, if they lack this academic literacy. This, in turn, can cause them to become frustrated with their underachievement and disengage from education.
Academic literacy is thus an important aspect for several reasons. First off, it acts as a gateway to knowledge and communication within various disciplines. Students need to be able to read and comprehend academic texts, so that they can in turn produce their own, which is a must in order to fully participate in their chosen fields of study. Secondly, academic literacy contributes to individual language and cognitive development. As students engage with academic texts and ideas, they develop a more rigorous and scholarly vocabulary, and they also can improve critical thinking skills, and learn to express their thoughts in a clearer and more consistent manner.
All in all, academic literacy and thinking should be viewed as essential components of higher-level education. They will be required to access scholarly information and to participate in academic discourse. Having them will also contribute to ones overall development of language and cognition. Acquisition of these skills will drive academic success.
Late-exit programs differ from early-exit programs in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program (Hawkins, 2001). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient (Hawkins, 2001). Two-way bilingual programs, also called
Even when they are given a large number of students, teachers know that they must make at least some attempt to individualize their lessons, or at least allow for different learning styles. For teachers of English as a second language, this is often even more pronounced. Students learning English as a second language often come from different backgrounds that make the task easier and harder. First, language acquisition is
Education The English language learner (ELL) student population continues to grow at a higher rate than the student population does as a whole. According to the National Center for Educational Statistics the general population grew 9% from 1993 to 2003, while the ELL population increased 65% during that same time. The ELL student population is estimated to now include 10% of all students (English Language Learners, 2005). ELL students face the challenging
Action Research Proposal The number of school-age English Language Learners in the state of Alberta is increasing at a fast pace. As these students begin studying, they experience a great deal of challenges, which can impact the acquisition and learning of the English language (New York University, 2018). In particular, one of the key challenges faced by these students is pronunciation. What is more, unlike mathematics, English language does not have
Humanistic theories put learning material into perspective, and cognitive theories allow students to draw meaningful connections between concepts and transcend language. 2. a. Reads for comprehension. A student who reads for comprehension is practicing a skill in quadrant D: the most difficult for ELLs because of the lack of contextual cues and the cognitive difficulty of the exercise. A b. Acts out a historical event. A student acting out a historical event is
Formative assessment offers much potential to make both teaching and learning more nuanced and effective for students, particularly students who are attempting to master a new language. Integrating formative assessments into instruction for English Language Learners offers specific opportunities, empowering teachers to better attend to the students’ needs in learning and content, and more effectively helping these students develop the skills they need to master grammatical concepts and communicate with