Approaches to Teaching Linguistic Minority Students provides an invaluable and accessible resource for working with EAL students. It brings together the international experiences and expertise of a team of distinguished language educators who explore a range of teaching approaches and provide professionally-grounded practical advice. The chapters cover themes, references and pedagogic concerns common to teachers across the globe. This book will be of use to individual teachers who want to extend their knowledge and practice, and also as a set text for professional development programs.
Chapter 6: Content-Language Integrated Approaches for Teachers of EAL Learners: Examples of Reciprocal Teaching
Content-Language Integrated Approaches for Teachers of EAL Learners: Examples of Reciprocal Teaching
Although many EAL learners acquire English naturalistically through social interaction, many also need support in developing the academic language skills required by the texts and tasks of school. EAL students often need language-sensitive content instruction to facilitate their conceptual learning through academic English.1 They also need content-based language instruction to assist their development of the new language. Language-sensitive content instruction (also referred to as ‘sheltered content instruction’) refers to teaching in an academic content area using an array of instructional strategies to make the concepts more comprehensible for EAL learners (Faltis, 1993). Content-based language instruction refers to ...