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Teaching and Learning of Academic Language and Literacy for English Learners
Sat, April 9, 12:25 to 1:55pm, Marriott Marquis, Floor: Level Four, Independence Salon ASession Type: Symposium
Abstract
The new college and career readiness (CCR) standards with their rigorous expectations and heightened language demands have generated considerable attention among educators and researchers concerning the increased challenges English learner (EL) students may be facing. To provide appropriate support for ELs to meet the new CCR standards, it is crucial to understand the academic language development of ELs and identify appropriate instructional strategies for them. This session will present recent studies related to improving EL academic language and literacy skills as well as teacher understanding of academic language instruction. The presenters will also share research-based technology-enhanced tools to support the teaching and learning of academic language.
Sub Unit
Chair
Papers
Effects of Two Academic Vocabulary Interventions on Word Learning and Morphological Analysis Skills of English Learners - Amy C. Crosson, University of Pittsburgh; Debra W. Moore, University of Pittsburgh
Investigating the Patterns of English Learner Students' Academic Writing Performance and Students' Use of Feedback - Mikyung Kim Wolf, ETS; Yuan Wang, ETS; Saerhim Oh, Teachers College, Columbia University; Fred Tsutagawa, Teachers College, Columbia University
Technology-Assisted Generation of Linguistically Relevant Instructional Activities to Support English Learners in Content and Language Learning - John P. Sabatini, ETS; Jill Burstein, ETS; Nitin Madnani, Educational Testing Service; Kietha Biggers, ETS
Using a Massive Open Online Course to Improve Teachers' Understanding and Facilitation of Academic Arguments - Sara Ann Rutherford-Quach, Stanford University; Karen D. Thompson, Oregon State University; Claudia Rodriguez-Mojica, Santa Clara University; Diego Roman, Southern Methodist University