Teacher Skills to Support English Language Learners
Teacher Skills to Support English Language Learners
复制标题
支持英语学习者的教师技能
作者：
D. Short;J. Echevarría
每年，美国在种族和语言上都变得更加多样化。学校反映了这一趋势：来自非英语背景的学生代表了K-12学生人口中增长最快的子集。在2003 - 2004学年，550万学龄儿童是英语学习者（Leos，2004）-比十年前增加了近100%，尽管在此期间总入学率仅增加了10%多一点（国家英语学习中心，2002）。不幸的是，作为一个群体，英语学习者（ELLs）在学校挣扎。与以英语为母语的人相比，ELL的辍学率更高，在州和国家评估中表现出明显的成绩差距（Snow & Biancarosa，2003年;白宫西班牙裔美国人教育卓越倡议，1999年）。当他们努力达到高学术标准时，ELLs面临着学习，理解和应用学术英语的额外挑战，教师和教科书通过这些英语提供重要信息。那些教这些学生的人必须考虑到他们特殊的语言习得需要。
Each year, the United States becomes more ethnically and linguistically diverse. Schools mirror this trend: Students from non-English-speaking backgrounds represent the fastest-growing subset of the K‐12 student population. In the 2003‐2004 school year, 5.5 million school-age children were English language learners (Leos, 2004)—up nearly 100 percent from a decade earlier, although total enrollment increased only slightly more than 10 percent during that time (National Clearinghouse for English Language Acquisition, 2002). Unfortunately, as a group, English language learners (ELLs) struggle in school. Compared with native English speakers, ELLs have higher dropout rates and demonstrate significant achievement gaps on state and national assessments (Snow & Biancarosa, 2003; White House Initiative on Educational Excellence for Hispanic Americans, 1999). As they strive to meet high academic standards, ELLs face the added challenge of learning, comprehending, and applying the academic English through which teachers and textbooks deliver important information. Those who teach these students must take into consideration their special language acquisition needs.