Supporting Emergent Bilinguals' Reading in the Content Areas

Autor/inn/en	Capitelli, Sarah; Alvarez, Laura; Valdés, Guadalupe
Titel	Supporting Emergent Bilinguals' Reading in the Content Areas
Quelle	In: Reading Teacher, 76 (2022) 1, S.42-52 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2115
Schlagwörter	Reading Instruction; Bilingualism; Bilingual Students; Sequential Learning; Reader Text Relationship; Nonfiction; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Leseunterricht; Bilingualismus; Didaktische Sequenzierung; Lernsequenz; Non-fiction; Nichtfiktionaler Text
Abstract	Situated in sociocultural theories of language and literacy, the authors describe an approach to teaching nonfiction text to emergent bilinguals (EBs) through the strategic use of a reading protocol. The protocol focuses on "where" reading text is positioned in a learning sequence and "how" students engage with these texts. Classroom transcripts are used to illustrate how the approach supports EBs to engage productively with nonfiction texts. The authors suggest three key considerations for supporting EBs' productive reading of nonfiction texts. These considerations highlight the equity issues inherent in providing and scaffolding access to these texts for this group of students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01