Literacy for English Learners and Regular Students, Too

Meltzer, Julie; Hamann, Edmund T.
April 2006
Education Digest;Apr2006, Vol. 71 Issue 8, p32
The article focuses on the strategies that need to be considered in order to meet the needs of English Language Learners (ELLs) who attend mainstream content area classes. It is necessary to focus on the professional development of the content-area teachers and try to increase their knowledge and ability in order to support students' academic literacy development. Training teachers in the most promising practices for meeting the needs of ELLs will help those teachers promote content-area literacy development and learning for all their students. The content area literacy professional development should include explicit instruction and modeling of before, during, and after reading strategies; relevance and connections to students' lives; and multiple opportunities for reading, writing, and speaking about content in all classes. The professional development should make an effective use of existing in-house literacy expertise and capacity, that is, expert bilingual teachers, literacy coaches, and content-area teachers who have experience with integrating literacy support and content; and also the external resources like books, consultants, professors, and online resources.


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