Supporting Emergent Bilinguals' Reading in the Content Areas
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 eng...
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| Veröffentlicht in: | The Reading teacher 2022-07, Vol.76 (1), p.42-52 |
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| container_end_page | 52 |
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| container_title | The Reading teacher |
| container_volume | 76 |
| creator | Capitelli, Sarah Alvarez, Laura Valdés, Guadalupe |
| description | 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. |
| doi_str_mv | 10.1002/trtr.2115 |
| format | Article |
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| ispartof | The Reading teacher, 2022-07, Vol.76 (1), p.42-52 |
| issn | 0034-0561 1936-2714 |
| language | eng |
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| source | Wiley Online Library Journals Frontfile Complete |
| subjects | 2‐Childhood 3‐Early adolescence Bilingual education Bilingual Students Bilingualism Learning Literacy Nonfiction Reader Text Relationship Reading Instruction Scaffolding (Teaching Technique) Sequential Learning Sociocultural theory Teaching methods |
| title | Supporting Emergent Bilinguals' Reading in the Content Areas |
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