
Second Language Acquisition: Methods, Perspectives and Challenges
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Content
- Intro
- Contents
- Foreword
- The Challenge of Improving EL Achievement
- Chapter 1
- An Introduction to Second Language Acquisition: The Role of Academic English across the Content Areas
- Abstract
- Learning English as a Second Language
- Understanding Academic English in the Disciplines
- Academic English and the Mathematics Register
- Academic English and the Science Register
- Academic English and the Social Studies Register
- Conclusion
- References
- Chapter 2
- Different Patterns of Reading Growth Trajectories among Adolescent Dual Language Learners and English-Only Students
- Abstract
- Introduction
- Dual Language Learners in the United States
- DLLs' Reading Growth Trajectories
- Method
- Participants
- Procedure
- Measures
- Time
- Language Proficiency Designation
- Reading Comprehension
- General Vocabulary
- Academic Vocabulary
- Grade-Level Cohort
- Summer Setback
- Socioeconomic Status (SES)
- Ethnicity
- Special Education Status
- Gifted-and-Talented Education Status
- Data Analysis
- Results
- Preliminary Descriptive Analyses
- Growth Modeling Analyses
- Discussion
- DLLs and EOs' Reading Growth Trajectories
- Summer Gains or Setbacks
- Implications for Practice
- Limitations and Future Directions
- Acknowledgments
- References
- Chapter 3
- A Review of the Measurement of Early Dual Language and Literacy Growth in Spanish-English Bilinguals
- Abstract
- Introduction
- A Review of Existing Language Growth Models
- A Review of Analyses Used to Model Growth
- Home Language Exposure
- Classroom Language Exposure
- Summary of Findings
- Home Language Measures
- Family Language Surveys
- Parent Interviews
- Language Environment Analysis Software
- Classroom Language Measures
- The Language Interaction Snapshot
- The Classroom Assessment of Supports for Emergent Bilingual Acquisition
- Curriculum-Based Measurement as a New Approach to Measuring Language and Literacy Growth for DLLs
- Phonological Awareness Literacy Screening-Español (PALS-Español)
- ISIP Español
- Individual Growth and Developmental Indicators - Español
- Implications for Future Research
- References
- Chapter 4
- Spanish and English Skills and Practices that Support Bilingual Students' Literacy Achievement: Lessons from Innovative Assessments and Participants' Voices
- Abstract
- Introduction
- Dual Language Learners and Schools: Promises and Challenges
- Beyond English (and Spanish): Assessing Academic English and Academic Spanish Skills
- The Core Academic Language Skills (CALS) Framework
- The Current Study
- Aim 1: Measuring Spanish and English Academic Language Skills
- Participants
- Measures
- Results
- Mean Dual CALS Performance by Grade
- Individual Dual CALS Profiles
- Spanish and English CALS as Contributors of English Achievement
- AIM 2: Learning from a Successful Case
- Participants
- Procedures
- Results
- Mariví's Teacher: Building Bridges across Home and School
- Mariví's Mother: Building Bridges across Generations, Cultures and National Borders
- Mariví: Building Bridges across One's Multiple Worlds
- Discussion
- Spanish and English CALS Are Promising to Inform Biliteracy Instruction
- Extended Discourse Offers a Foundation for Literacy Development
- Parental Involvement Can Take Many Forms
- Aligned Home and School Efforts and Language Vitality Support Spanish Maintenance
- Acknowledgments
- References
- Chapter 5
- Helping English Learners Navigate the Challenges of Academic Writing
- Abstract
- Helping English Learners Navigate the Challenges of Academic Writing
- Examining the Constraints Faced by English Learners
- Cognitive Constraints
- Linguistic Constraints
- Communicative Constraints
- Contextual Constraints
- Textual Constraints
- Helping ELs Navigate the Challenges of Academic Writing
- The Challenge of Making and Supporting a Claim
- Orienting the Reader
- Developing and Supporting a Claim
- Using Textual Evidence from Both Sources
- Strategy to Reinforce Making and Supporting a Claim: Do/What Chart
- The Challenge of Effective Summary and Commentary
- General Summary
- Relevant Summary
- Elaborating with Commentary
- Strategy to Support Effective Summary and Commentary: Color-Coding
- The Challenge of Composing Fluent Sentences
- Function Words
- Using prepositions
- Using verbs
- Using pronouns
- Constructing Sentences
- Run-ons
- Comma splices
- Fragments
- Strategy to Support Sentence Fluency: Grammar Brushstrokes
- Tips for Teaching Grammar Brushstrokes
- Provide Engaging Images
- Model Accurate Use
- Multiple Opportunities to Practice
- Feedback and Revision
- Scaffold Peer Feedback
- Implications for Research and Practice
- References
- Appendix A. Scoring Guide for "The Railroad Runs to Canada" and "Unbroken"
- 6 Exceptional Achievement
- Appendix B. Scoring Guide for "The Horned Toad" and "Martin"
- Chapter 6
- Exploring the Distribution of English Learner Vocabulary Instructional Supports in a Core Reading Program during Pre-, During-, and Post-Reading Instruction
- Abstract
- Introduction
- Literature Review and Theoretical Framework
- Three Phases of Reading
- Before-Reading Phase
- During-Reading Phase
- After-Reading Phase
- Method
- Results
- Depth of Vocabulary Instruction across the Three Reading Phases
- Before-Reading Vocabulary Directives
- During-Reading Vocabulary Directives
- After-Reading Vocabulary Directives
- Vocabulary Supports for ELs
- EL Support in Whole Class Reading
- Support for ELs with Varying Levels of English Proficiency
- Before-Reading
- During Reading
- Implications for Practice
- Vocabulary Supports in the Before-Reading Phase
- Vocabulary Supports in the During-Reading Phase
- Vocabulary Supports in the after Reading Phase
- Limitations
- Conclusion
- References
- Chapter 7
- The Importance of Mathematical Language in Early Numeracy Development: Implications for Dual Language Learners
- Abstract
- Mathematical Language and its Role in Mathematics Development
- Mathematics Specific Language
- The Need for Interventions to Support Mathematical Language
- What Do We Know about Mathematics Development and Contextual Factors in Dual Language Learners?
- Differences in Terminology Across English and Spanish
- Assessment of Mathematics Across Languages
- Implications for Practice and Future Research
- Assessment
- Intervention
- Conclusion
- References
- Chapter 8
- English Learners and Mathematical Word Problem Solving: A Systematic Review
- Abstract
- English Learners and Mathematics Word Problem Solving: A Systematic Review
- Literature Review
- Research Methodologies
- Method
- Results and Discussion
- Features of MWPs That Are Challenging for ELs
- Vocabulary
- Multiple-Meaning Words
- Problem Length
- Aggregate Measures of Linguistic Complexity
- Modifications to the Language of MWPs
- Positive Effects of Modifying Language
- Mixed Effects of Modifying Language
- Effects Associated with Modifying Problem Length
- Limitations and Future Directions for Research
- Implications for Practice
- Conclusion
- Acknowledgments
- References
- Chapter 9
- Perspectives from Research on the Linguistic Features of Mathematics and Science Test Items and the Performance of English Learners
- Abstract
- Construct-Irrelevant Variance and the Assessment of ELs
- Research on Testing Accommodations for ELs
- Methods
- Results
- Who Are the ELs in Each Study?
- Interview Studies
- Correlation Studies
- Variation across Subgroups
- Overview
- Linguistic Simplification Studies
- Variation across Subgroups
- Features Found across Study Types
- Word-Level Feature: Unfamiliar Words
- Sentence-Level Feature: Complex Grammatical Structures
- Item-Level Features
- Item Length
- Abstract vs. Concrete Presentation of Item Context
- Unfamiliar Item Context
- Linguistic Features and ELs Who Speak Spanish
- Discussion
- Limitations
- Implications for Assessment Research and Development
- Acknowledgments
- References
- Chapter 10
- Facilitating Participation: Supporting English Learners in Science Classrooms
- Abstract
- Introduction
- Conceptual Framework
- Language and Learning as Social Practices
- New Standards and New Challenges
- Implications of Science Standards for Instruction
- Familiarity with Disciplinary Practices
- Supporting Students with Varying Levels of English Proficiency
- Method
- Participants
- Settings
- Data Sources
- Coding and Analysis
- Understanding Participants' Opinions
- Understanding Learning Activities Routines
- Understanding Classroom Conversation Routines
- Understanding Language Use across the Unit
- Trustworthiness Measures
- Findings
- Establishing Classroom Routines
- Expectations for Student Participation
- Instructional Grouping Formats
- Planning Academic Language Instruction
- Teaching Academic Language
- Assessing Academic Language
- Discussion
- Implications for Practice
- Education Policy
- Teacher Preparation
- Instructional Guidelines
- Future Research
- References
- Chapter 11
- Enhancing Reading and Critical Thinking Skills for English Learners in Social Studies: Findings from Three Experimental Studies
- Abstract
- Background
- Rationale
- Goal and Instructional Practices
- Review of Studies That Focus on Adolescent English Learners
- Intervention Development Process
- Participants and Setting (Studies 1-3)
- Setting
- Students
- Teachers
- Teacher Training and Classroom Coaching Support
- Treatment Materials
- Overview and Vocabulary Instruction
- Strategic Use of Video
- Teacher-Led or Paired Student Reading
- Use of Writing with Graphic organizers
- Structured Paired Grouping
- Evidence
- Determining Fidelity of Treatment Implementation
- Measures of Student Outcomes
- Findings
- Implications for Practice and Research
- Conclusion
- Acknowledgments
- References
- Appendix A. Sample Lesson, The Mexican War
- Chapter 12
- Linking Theory to Practice: Review of Empirical Studies on the Effects of Second Language Acquisition Instructional Strategies and Interventions on Content Area Outcomes
- Abstract
- Considering the Complexities of Linguistic Registers across the Content Areas
- Mathematics
- Science
- Social Studies
- Approaches to Facilitate the Acquisition of English as a Second Language
- Method
- Results
- Empirically Examining the Relation between Mathematics and Language
- Examining Student Performance on Mathematics Word Problems of Varying Complexity in Multiple Languages
- Exploring the Effectiveness of Different Language-Oriented Instructional Strategies on Improving Student Performance on Mathematics Problems
- Investigating the Predictive Relation between Language Proficiency and Mathematics Performance
- Empirically Examining the Role of Language in the Understanding of Science
- Exploring the Effectiveness of the 5E Model
- Examining the Effectiveness of a Comprehensive Approach to Integrated Science and Literacy Instruction
- Examining the Effectiveness of Explicit Attention to Vocabulary in the Context of Science Instruction
- Examining the Effectiveness of Technology for Supporting Science Learning
- Empirically Examining the Role of Language in the Understanding of Social Studies
- Instructional Approaches to Support English Language Acquisition in the Content Areas
- Future Research and Practice
- Conduct More Rigorous Studies in the Context of Mathematics Instruction
- Provide Content Area Teachers with Effective Professional Development Trainings
- Conduct Studies That Include Culturally Responsive Instruction
- Examine the Effects of a Morphological Awareness Component on Student Academic Outcomes
- Examine More Closely the Use of Technology to Teach Academic English
- Examine the Effects of Interventions for Students with Various Levels of English Language Proficiency and Native Language Proficiency
- Conduct More Longitudinal Studies across Grades
- Develop Formative Academic English Measures That Are Sensitive to Growth in English Language Proficiency
- Conclusion
- Acknowledgments
- References
- About the Editors
- About the Authors
- Index
- Blank Page
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