ERIC Number: EJ1342123
Record Type: Journal
Publication Date: 2022
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Supporting Emergent Bilinguals' Reading in the Content Areas
Capitelli, Sarah; Alvarez, Laura; Valdés, Guadalupe
Reading Teacher, v76 n1 p42-52 Jul-Aug 2022
Situated in sociocultural theories of language and literacy, the authors describe an approach to teaching nonfiction text to emergent bilinguals (EBs) through the strategic use of a reading protocol. The protocol focuses on "where" reading text is positioned in a learning sequence and "how" students engage with these texts. Classroom transcripts are used to illustrate how the approach supports EBs to engage productively with nonfiction texts. The authors suggest three key considerations for supporting EBs' productive reading of nonfiction texts. These considerations highlight the equity issues inherent in providing and scaffolding access to these texts for this group of students.
Descriptors: Reading Instruction, Bilingualism, Bilingual Students, Sequential Learning, Reader Text Relationship, Nonfiction, Scaffolding (Teaching Technique)
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1502507