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CATESOL Journal, v22 n1 p18-47 2010-2011

Teaching and learning English in the US are complex processes that are not explained by language theories or methods alone. Concepts such as the relationship between language majority groups and language minority groups, language status, immigration, economics, language planning, and policies add to the complexity of language-learning situations. Effective teachers for the more than 5 million English learners (ELs) in kindergarten through 12th grades require unique knowledge, skills, and dispositions. This article provides a review of the language, learning, and language learning theories and practices for second language teaching, focusing on sociocultural theories and practices.

Descriptors: Theory Practice Relationship, English (Second Language), Second Language Learning, Second Language Instruction, Learning Theories, Linguistic Theory, Sociocultural Patterns, Teacher Effectiveness, Elementary Secondary Education, Correlation, Language Minorities, Educational Practices, Teaching Methods, Communicative Competence (Languages), Academic Discourse, Pronunciation, Oral Language, Vocabulary Development, Phonics, Role, Standards, Expertise

CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal[at]gmail.com; Web site: http://www.catesoljournal.org





Autor: Lavadenz, Magaly

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3904&id=EJ1112046







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