There are students who sound fluent in English, who can carry on conversations, but lack the fluency in
English academic discourse to access complicated content or to express their understandings.
Not exact matches
This session describes how school administrators, a speech pathologist, and an
English - language learner specialist trained staff to increase student language skills and
academic achievement through school - wide
discourse.
Teachers of special populations will especially appreciate Buckley's successful strategies for reaching
English language learners and children from high - poverty homes who may not have strong foundations for
academic discourse.
Studies that investigated the role of classroom
discourse and other forms of scaffolding describe how teachers mediate between students» current
English abilities and levels of science understanding and the more
academic English and science knowledge being targeted (Gibbons, 2003; Parkinson, Jackson, Kirkwood, & Padayachee, 2007; Young & Nguyen, 2002).