English Language Learners Research Paper

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Research Paper- Literacy Instructions for English Language Learners

Abstract
The increasing number of English language learners has triggered great attention on how to teach academic literacy to English language learners in elementary and middle school classrooms. This article aims at helping teacher blend literacy instructions into their practice in four categories which are respectively vocabulary, writing, reading and collaborative conversation Also, the paper addresses the importance of using responsive literacy instructions for English language learners with learning disabilities. In addition, three key principles of learning are integrated into those instructions in order to help English language learners not only accomplish academic
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Hence, the proportion of English language learners is correspondingly rising. More and more teachers are confronting with non-English speaking students in class, who are from the highly educated families to the families with limited education. In addition, English language learners are usually lack of prerequisite skills in English. If they start to learn English content literacies with native English-speaking students, undoubtedly, it’s difficult for them to catch up with others. With these backgrounds, language and literacy education for English language learners becomes a heated issue among teachers. A multitude of scholars point out that it is essential and necessary for teachers to be prepared to meet the needs of diverse student population on one hand; on the other hand, it is also important to apply appropriate and effective strategies to literacy teaching for English language learners in order to help students accomplish both linguistic competence and content literacy at the same time. Consequently, this research paper explores five published articles about teaching content literacy to English learners and examines what are the effective instructional practices for teaching English language…show more content…
Vocabulary is the direct link towards comprehension. Children with larger vocabulary are prone to do better in reading and writing than those with lower vocabulary. In addition, according the IES Practice Guide (2014), it distinctly shows that many English language learners not only lack word knowledge but also lack opportunities to develop academic vocabulary, which is essential to support content reading, writing and conversations during class. Therefore, effective strategies in vocabulary must be developed in classrooms, which means teachers have to give helpful input in class. When it comes to help students build academic vocabulary, the panel (2014) recommends teachers to “teach a set of academic vocabulary words intensively across several days in a variety of instructional activities.” In this way, it provides great opportunities for English language learners to get exposed to academic vocabulary and succeed in specific content reading and writing. However, it is important to note that teachers have to apply in-depth instructions to choose academic vocabulary. With the stressful study everyday, students are prone to fail to master good understanding or concepts of words’ meaning, let alone English language learners. Also, experiencing the new words deeper helps students understand how to use the words. In this way, in-depth

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