Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching

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dc.contributor.authorALMAGUER, İsela
dc.contributor.authorESQUİERDO, J. Joy
dc.date.accessioned2022-03-22T09:27:23Z
dc.date.available2022-03-22T09:27:23Z
dc.date.issued2013
dc.departmentİnönü Üniversitesien_US
dc.description.abstractIt is essential to support bilingual learners’ language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an increasingly diverse population and an increasing number of bilingual learners in formal school settings. This article introduces a framework for accomplishing both linguistic and content literacy simultaneously. The framework takes into account the four elements of the principles of learning, learner appropriate pedagogy, contextual interaction theory, student language (L1/L2) proficiency level, and a learner-centered environment that can lead to the successful achievement of content literacy for bilingual learners. The framework illustrates both the theory and practical applications that are needed for bilingual learners to achieve linguistic and cognitive success by attaining the language arts content literacy needed to succeed both in and out of the classroom.en_US
dc.identifier.citationAlmaguer, İ. & Esquierdo, J. J. (2012). Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching . International Journal of Instruction , 6 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5137/69997en_US
dc.identifier.urihttps://hdl.handle.net/11616/56899
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleCultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teachingen_US
dc.typeArticleen_US

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