INQUIRY AS ESL: Supporting Emerging Bilinguals' Content and Language Development

This article includes discussion about a formative study in which inquiry was used as ESL instruction for second-grade emerging bilinguals. Drawing on the literature and research surrounding English learners, comprehension, informational text and inquiry, the teachers and researcher integrated compr...

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Bibliographic Details
Published in:The Reading teacher 2015-03, Vol.68 (6), p.435-447
Main Authors: Moses, Lindsey, Busetti-Frevert, Rachel, Pritchard, Rachael
Format: Article
Language:English
Subjects:
Barriers
Bilingual education
Bilingual Students
Bilingualism
Comprehension
Educational Practices
Educational Strategies
Elementary education
Emergent Literacy
English (Second Language)
English as a second language
English as a second language instruction
English as a second language teaching methods
English Language Learners
Grade 2
Inquiry
Instructional Effectiveness
Listening Comprehension
Reading Comprehension
Research Projects
Second language teachers
Second language writing
Speech Skills
Teachers
Teaching Methods
Vocabulary development
Writing Improvement
Citations: Items that this one cites
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Summary:This article includes discussion about a formative study in which inquiry was used as ESL instruction for second-grade emerging bilinguals. Drawing on the literature and research surrounding English learners, comprehension, informational text and inquiry, the teachers and researcher integrated comprehension strategy instruction with inquiry and research skills as an instructional approach to support the development of informational reading, writing, listening and speaking in English. The five most frequently used and instructionally essential strategies identified for facilitating the research projects during the study are reported. Each strategy and anchor lesson is explained along with the teachers' narrative account of how they continued facilitating inquiry throughout the week with teaching tips they developed throughout the unit of inquiry. The classroom teachers share challenges, successes and reasons for using inquiry with accompanying photos of student work.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.1333