Includes bibliographies and index.
|Statement||edited by Carol Gilles ... [et al.] ; with an introduction and theoretical chapter by Dorothy J. Watson.|
|LC Classifications||LB1631 .W383 1988|
|The Physical Object|
|Pagination||xviii, 190 p. :|
|Number of Pages||190|
|LC Control Number||87024725|
Additional Physical Format: Online version: Whole language strategies for secondary students. New York: R.C. Owen Publishers, © (OCoLC) Promote your students' language skills using ELD strategies. Bringing It All Together is designed for teachers in multicultural settings, including ELD and SDAIE level English language learners. Today, many native speakers of English come to school without the background knowledge or language skills necessary to make sense of the printed by: 2. This handbook outlines learning strategies in language arts for children in kindergarten to third grade learning English as a second language (ESL). They are designed for the Whole Language or Natural Approach. Although reading and writing are the key language components emphasized, listening, speaking, drama, and visual arts activities have been s: 1. Whole Language for Second Language Learners, written primarily for elementary and secondary teachers of ESL students and for teacher educators, is a comprehensive analysis of seven whole language principles that are in opposition to seven commonly held .
This handbook outlines learning strategies in language arts for children in kindergarten to third grade learning English as a second language (ESL). They are designed for the Whole Language or Natural Approach. Although reading and writing are the key language components emphasized, listening, speaking, drama, and visual arts activities have been included. ABSTRACT This article illustrates strategies for the practical application of a whole language approach in the second/foreign language classroom. The author has interviewed and observed both L1 and L2 teachers using a whole language approach to language learning. From these observations and interviews, as well as from a review of the current literature, the article discusses some basic tenets. Whole language, it again seemed, was destined for the same scrap heap as transistors. But that is not where it ended up. Despite the scientific evidence, despite the flat-line reading scores on NAEP (and the SAT verbal sec-tion), many teachers and school systems continue to embrace whole-language approaches. In this. At the beginning of her first whole language reading lesson, Ms. Pratt reads aloud a high-quality picture book, stopping to discuss the story with students and talk about the different meaning.
Whole Language Strategies for Esl Students by Gail Heald-Taylor (Author) ISBN ISBN Why is ISBN important? ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book. The digit and digit formats both work. 1) states that whole language is a way of brin ging together the views of language, learning, students and teachers as the basis for the practice of language learning. Whole language . For the % of students who require explicit, systematic instruction in order to learn to read, time spent on whole-language strategies reduces the likelihood that they will ever become skilled readers. High-quality instruction teaches all children to read. • Use cooperative learning strategies with all students • Always provide a partner for Preliterate and Beginning students • Use pictures, real objects, video clips, role-play, actions, etc. to make concepts more concrete and understandable • Adjust teacher talk to increase comprehensibility – use consistent routines and language.