1,686
Views
29
CrossRef citations to date
0
Altmetric
Articles

A Language-Based Approach to Content Instruction (LACI) for English Language Learners: Examples from Two Elementary Teachers

References

  • Achinstein, B., Athanases, S., Curry, M., Ogawa, R., & de Oliveira, L. C. (2013). These doors are open: Community wealth and health as resources in strengthening education for lower- income Latina/o youth. Leadership, 42(5), 30–34.
  • Athanases, S. Z., & de Oliveira, L. C. (2011). Toward program-wide coherence in preparing teachers to teach and advocate for English language learners. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 195–215). New York, NY: Routledge.
  • Athanases, S. Z., & de Oliveira, L. C. (2014). Scaffolding versus routine support for Latina/o youth in an urban school: Tensions in building toward disciplinary literacy. Journal of Literacy Research, 46(2), 263–299. doi:10.1177/1086296X14535328
  • Bailey, A., & Butler, F. A. (2007). A conceptual framework of academic English language for broad application to education. In A. Bailey (Ed.), The language demands of school: Putting academic English to the test (pp. 68–102). New Haven, CT: Yale University Press.
  • Brisk, M. E. (2015). Engaging students in academic literacies: Genre-based pedagogy for K-5 classrooms. New York, NY: Routledge.
  • Brisk, M. E., & De Rosa, M. (2014). Young writers’ attempts at making meaning through complex sentence structures while writing a variety of genres. In L. de Oliveira & J. Iddings (Eds.), Genre pedagogy across the curriculum: Theory and application in U.S. classrooms and contexts (pp. 8–24). London, UK: Equinox.
  • Brisk, M. E., Nelson, D., & O’Connor, C. (2016). Bilingual fourth graders develop a central character for their narratives. In L. C. de Oliveira & T. Silva (Eds.), Second language writing in elementary classrooms: Instructional issues, content-area writing, and teacher education. New York, NY: Palgrave Macmillan.
  • Brisk, M. E., & Zisselsberger, M. (2011). “We’ve let them in on the secret:” Using SFL theory to improve the teaching of writing to bilingual learners. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms. A resource for teacher educators (pp. 111–126). New York, NY: Routledge.
  • Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: MIT Press.
  • Cammarata, L., Tedick, D., & Osborne, T. A. (2016). Content-based instruction and curricular reforms: Issues and goals. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills. New York, NY: Routledge/Taylor Francis.
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
  • Davison, C., & Williams, A. (2001). Integrating language and content: Unresolved issues. In B. Mohan, C. Leung & C. Davison (Eds.), English as a Second Language in the Mainstream (pp. 51–70). Harlow, England: Pearson Education Ltd.
  • de Oliveira, L. C. (2007). Academic language development in the content areas: Challenges for English language learners. INTESOL Journal, 4(1), 22–33.
  • de Oliveira, L. C. (2011). Knowing and writing school history: The language of students’ expository writing and teachers’ expectations. Charlotte, NC: Information Age Publishing.
  • de Oliveira, L. C., & Dodds, K. N. (2010). Beyond general strategies for English Language Learners: Language dissection in science. The Electronic Journal of Literacy Through Science, 9(1), 1–14. Retrieved from http://ejlts.ucdavis.edu/article/2010/9/1/beyond-general-strategies- english-language-learners-language-dissection-science
  • de Oliveira, L. C., Gilmetdinova, A., & Pelaez Morales, C. (2015). The use of Spanish by a monolingual kindergarten teacher to support English language learners. Language and Education, 29(6), 1–21.
  • de Oliveira, L. C., & Iddings, J. (Eds). (2014). Genre pedagogy across the curriculum: Theory and application in U.S. classrooms and contexts. London, UK: Equinox Publishing.
  • de Oliveira, L. C., & Lan, S.-W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25(1), 23–39. doi:10.1016/j.jslw.2014.05.001
  • de Oliveira, L. C., & Schleppegrell, M. J. (2015). Focus on grammar and meaning. Oxford, UK: Oxford University Press.
  • de Oliveira, L. C., & Yough, M. (Eds.). (2015). Preparing teachers to work with English language learners in mainstream classrooms. Charlotte, NC: Information Age Publishing and TESOL Press.
  • Echevarría, J., & Short, D. (2011). The SIOP Model: A professional development framework for comprehensive schoolwide intervention. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.
  • Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28(5), 491–520. doi:10.1080/09500690500339092
  • Fang, Z., & Schleppegrell, M. J. (2008). Reading in secondary content areas: A language-based pedagogy. Ann Arbor, MI: The University of Michigan Press.
  • Fillmore, L. W., & Snow, A. (2000). What teachers need to know about language (ED444379). Retrieved from http://files.eric.ed.gov/fulltext/ED444379.pdf
  • Gebhard, M., Chen, I., Graham, H., & Gunawan, W. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22(2), 107–124. doi:10.1016/j.jslw.2013.03.005
  • Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20, 45–55. doi:10.1016/j.jslw.2010.12.007
  • Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers, and researchers. London, UK: Continuum.
  • Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.
  • Gort, M., & Sembiante, S. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 7–25. doi:10.1080/19313152.2014.981775
  • Gunderson, L. (2007). English-only instruction and immigrant students in secondary schools: A critical examination. Mahwah, NJ: Lawrence Erlbaum.
  • Gunderson, L. (2009). ESL(ELL) Literacy instruction: A guidebook to theory and practice (2nd ed.). New York, NY: Routledge.
  • Halliday, M. A. K., & Matthiessen, C. M. (2004). An introduction to functional grammar (3rd ed.). London, UK: Arnold.
  • Hammond, J. (2006). High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5, 269–283. doi:10.1016/j.jeap.2006.08.006
  • Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30.
  • Hansen, L. (2006). Strategies for ELL success. Science and Children, 43(4), 22–25.
  • Harcourt. (2005). Harcourt Science: Indiana edition. Orlando, FL: Harcourt.
  • Indiana State Department of Education. (2015). Non-English speaking program. Indiana Department of Education. Retrieved from http://www.doe.in.gov/lmmp/pdf/non-english-speaking/allocation_history.pdf
  • Keenan, S. (2004). Reaching English language learners: Strategies for teaching science in diverse classrooms. Science and Children, 42(2), 49–51.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
  • Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser, & J. Mclntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 606–636). Mahwah, NJ: Lawrence Erlbaum.
  • Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Philadelphia, PA: John Benjamins.
  • Martínez, R., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9, 26–42. doi:10.1080/19313152.2014.977712
  • Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. doi:10.1080/00405849209543534
  • National Center for Education Statistics (NCES). (2015). English language learners. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgf.asp
  • Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). New York, NY: Longman.
  • Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and Education, 12(4), 431–459. doi:10.1016/S0898-5898(01)00073-0
  • Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum.
  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
  • Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.