The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Supporting Emergent Bilinguals through Linguistically Appropriate Instruction
Abstract
Being able to use linguistically appropriate instruction is an important area of competence for teachers of young emergent bilinguals. This chapter synthesizes theory and research that is key background knowledge for making linguistically informed instructional decisions: information on proficiency levels, on second language acquisition (SLA), and on classroom language demands. From this foundation, the chapter proposes four functions of linguistically appropriate instructional strategies: (1) getting emergent bilinguals involved in classroom routines and providing ample opportunities for interaction; (2) drawing on emergent bilinguals’ existing language and literacy competencies; (3) promoting grade-level vocabulary learning; and (4) scaffolding listening, speaking, reading, and writing. Finally, this chapter offers some specific suggestions of activities or instructional strategies that fulfill each of these functions along with additional resources that may be helpful.
Related Content
Jessica A. Manzone, Julia L. Nyberg.
© 2024.
22 pages.
|
Angela Marie Novak, Brittany N. Anderson.
© 2024.
27 pages.
|
Lucy K. Hunt, Erin Yoshida-Ehrmann.
© 2024.
20 pages.
|
Angela Marie Novak.
© 2024.
36 pages.
|
Lynne F. Henwood.
© 2024.
19 pages.
|
Sean Doyle.
© 2024.
20 pages.
|
Nyree D. Clark.
© 2024.
26 pages.
|
|
|