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A Teacher's Perspective: Programs for Teaching English Language Learners


By: Mary Rizzuto, Needham Science Center, Needham (Massachusetts) Public Schools
$2.79 - Member Price  
$3.49 - Nonmember Price

Details

Type of Product:Book Chapter
Publication Title:Teaching Science to English Language Learners: Building on Students' Strengths
Publication Date:1/1/2008
Pages:4
Grade Level:Elementary School, Middle School
See Also:View all available chapters for this book
View the full version of this book
View the downloadable PDF version of this book


Description

In their essay, “Programs for Teaching English Language Learners,” page 129, Fred Genesee and Donna Christian take an in-depth look at some of the most frequently used educational approaches for teaching students who are learning English. They describe two distinct types of programs: those that promote proficiency in English as quickly as possible and those that develop students’ proficiency in their first language while simultaneously promoting their acquisition of English. Mary Rizzuto, a science curriculum instructional specialist for the Needham Public Schools in Needham, Massachusetts, shares her perspective.

Ideas For Use

Additional Info

Intended User Role:Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, Teacher
Educational Issues:Classroom management, Cultural awareness, Curriculum, Inquiry learning, Professional development, Student populations: English as a second language (ESL), Teacher preparation, Teaching strategies

Technical

Resource Format:application/pdf
Size:313 KB
Requirements:Requires Adobe Acrobat Reader


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National Standards Correlation

This resource has 5 correlations with the National Standards.  
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This resource has 5 correlations with the National Standards.  
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  • Content Standards
    • Equity
      • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
    • Teachers provide students with the time, space, and resources needed to learn science.
      • Create a setting for student work that is flexible and supportive of science inquiry.
    • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
      • Display and demand respect for the diverse ideas, skills, and experiences of all students.


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