By Margo Gottlieb, Gisela Ernst-Slavit
Make each scholar fluent within the language of learning.
The universal middle and ELD criteria supply pathways to educational luck via educational language. utilizing an built-in Curricular Framework, districts, faculties studying groups can:
- Design and enforce thematic devices for studying
- Draw from content material and language criteria to set goals for all scholars
- Examine standards-centered fabrics for educational language
- Collaborate in making plans guide and review inside of and throughout classes
- Consider linguistic and cultural assets of the scholars
- Create differentiated content material and language ambitions
- Delve deeply into tutorial thoughts related to educational language
- Reflect on educating and studying
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Additional resources for Academic Language in Diverse Classrooms: English Language Arts, Grades 3-5: Promoting Content and Language Learning
We introduce it here. A CURRICULAR FRAMEWORK FOR INTEGRATING CONTENT AND ACADEMIC LANGUAGE Academic language paves the way to academic success, but what does that pathway look like? While there are many ideas about how to incorporate academic language into the school day, we have chosen to integrate language and content in exemplar units of study. Each unit corresponds to a chapter in this volume and represents a connected series of standards-referenced lessons in language arts, oftentimes coupled with science or social studies, and surrounding a topic or theme being taught at a specific grade level.
As part of the Framework, we have coupled content standards with language standards, content targets with language targets, and content objectives with language objectives to purposely accentuate how content and language complement and bolster each other to promote learning. As language is the medium through which content knowledge is constructed, educators should not think of one without the other. It begs collaboration between content and language teachers The pairing of content and language components facilitates discussion about the role of content in language instruction and the converse, how content instruction is mediated through language.
San Francisco, CA: Jossey-Bass. Tomlinson, C. A. (2001). ). Alexandria, VA: Association for Supervision and Curriculum Development. Van Lier, L. (2012). Language learning: An ecological-semiotic approach. In E. ), Handbook of research in second language teaching and learning (vol. 2. pp. 383–394). New York, NY: Routledge. , Hansen, A. , & Smith, P. C. (2010). Teaching language arts to English language learners. New York, NY: Routledge. Vygotsky, L. S. (1987). Thinking and speech (N. ). In R. Rieber & A.