Preparing Secondary Education Teachers To Work with English Language Learners: Social Studies. NCBE Resource Collection Series, No. 13.

Autor/in	Anstrom, Kris
Sonst. Personen	DiCerbo, Patricia (Hrsg.)
Institution	National Clearinghouse for Bilingual Education, Washington, DC.
Titel	Preparing Secondary Education Teachers To Work with English Language Learners: Social Studies. NCBE Resource Collection Series, No. 13.
Quelle	(1999), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Bilingual Students; Cognitive Style; Cooperative Learning; English (Second Language); Higher Education; Language Minorities; Preservice Teacher Education; Prior Learning; Second Language Learning; Secondary Education; Secondary School Students; Secondary School Teachers; Social Studies; Student Evaluation; Teaching Methods; Thematic Approach + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachminderheit; Lehramtsstudiengang; Lehrerausbildung; Vorkenntnisse; Zweitsprachenerwerb; Sekundarbereich; Sekundarschüler; Gemeinschaftskunde; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Themenzentrierter Unterricht
Abstract	This document focuses on the education of secondary level English language learners within mainstream social studies classes. It provides teachers and teacher educators with an understanding of how mainstream social studies instruction can be designed and implemented to enhance academic achievement for these students. Research for this report included an extensive search of various databases and World Wide Web sites; analysis of the national content standards documents for history and three other core areas; site visits to a suburban high school that used a team teaching approach to working with English language learners enrolled in mainstream classes; and personal interviews with education faculty at George Washington University who are responsible for preparing preservice teachers for secondary level mainstream instruction. After an introduction, the first section discusses social studies content standards. The second section describes how to make social studies content accessible to English language learners, including: adopt a flexible, thematic-based curriculum; give students adequate time to learn social studies content; link social studies concepts to prior knowledge; accommodate a variety of learning styles; and use cooperative learning strategies. The third section discusses linking instruction to assessment. The fourth section looks at characteristics of effective mainstream teacher preparation. (Contains 36 references.) (SM)
Anmerkungen	National Clearinghouse for Bilingual Education, George Washington University, Center for the Study of Language and Education, 2011 Eye Street, N.W., Suite 200, Washington, DC 20006. Tel: 202-467-0867; Fax: 800-531-9347 (Toll Free) or Fax: 202-467-4283. For full text: . e-mail: askncbe@ncbe.gwu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC