Double-Duty Literacy Training

A recent study found that 1.3 million teachers in the US have at least one English language learner (ELL) enrolled in their classes. To provide these teachers with enough additional training to serve ELLs means setting up a whole other series of workshops by focusing professional development on incr...

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Bibliographic Details
Published in:Principal leadership (High school ed.) 2006-02, Vol.6 (6), p.22
Main Authors: Meltzer, Julie, Hamann, Edmund T
Format: Article
Language:English
Subjects:
Classroom discussion
Educational leadership
English language
Instructional design
Literacy programs
Professional development
Quality of education
Secondary school students
Secondary school teachers
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Summary:A recent study found that 1.3 million teachers in the US have at least one English language learner (ELL) enrolled in their classes. To provide these teachers with enough additional training to serve ELLs means setting up a whole other series of workshops by focusing professional development on increasing content-area teachers' ability to support students' academic literacy development. Meltzer and Hamann describe classroom practices that increase student motivation and engagement, generic literacy and learning practices, and content-specific literacy practices, and offer comments about how to specifically adapt each one to better meet the needs of ELLs who attend mainstream content-area classes.
ISSN:1538-9251