| _version_ | 1866902093299712000 |
|---|---|
| author | Jauregui, Alejandro |
| author_facet | Jauregui, Alejandro |
| contents | <p>Emergent Bilinguals (EBs) need to be provided with strong oral academic language development (ALD) strategies earlier in their educational careers to avoid being labeled as Long-Term English Learners (LTELs) in grades 6-12. If EBs do not pass the English Language Proficiency Assessment for California (ELPAC) in six consecutive years, they are labeled LTELs and their chances for academic success is lowered. </p> <p>Understanding that EBs come to the U.S. with a wealth of knowledge in their first language and culture helps educators take an asset-based approach in teaching them. When EBs are able to use their first language to connect to the new language, and translanguage, by using a combination of both languages, this will help them to acquire their second language equitably. </p> <p>This study aimed to get teachers to believe that all EBs could be taught effective oral language strategies to ensure equitable discourse and equal access to the curriculum. If teachers thought EBs could use their first language and culture as an asset to learning their new language, then EBs could feel validated, and language learning would help increase their academic learning and continue to help EBs see their first language and culture as an asset and a resource. </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_8058044 |
| institution | Zenodo |
| language | eng |
| publishDate | 2023 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | ORAL ACADEMIC LANGUAGE DISCOURSE FOR EMERGENT BILINGUALS TO INCREASE STUDENT TALK Jauregui, Alejandro Emergent Bilinguals (EBs) English Language Learners (ELs) Long Term English Language Learners (LTELs) oral Academic Language Development (oral ALD) translanguaging English Language Proficiency Assessment for California (ELPAC) <p>Emergent Bilinguals (EBs) need to be provided with strong oral academic language development (ALD) strategies earlier in their educational careers to avoid being labeled as Long-Term English Learners (LTELs) in grades 6-12. If EBs do not pass the English Language Proficiency Assessment for California (ELPAC) in six consecutive years, they are labeled LTELs and their chances for academic success is lowered. </p> <p>Understanding that EBs come to the U.S. with a wealth of knowledge in their first language and culture helps educators take an asset-based approach in teaching them. When EBs are able to use their first language to connect to the new language, and translanguage, by using a combination of both languages, this will help them to acquire their second language equitably. </p> <p>This study aimed to get teachers to believe that all EBs could be taught effective oral language strategies to ensure equitable discourse and equal access to the curriculum. If teachers thought EBs could use their first language and culture as an asset to learning their new language, then EBs could feel validated, and language learning would help increase their academic learning and continue to help EBs see their first language and culture as an asset and a resource. </p> |
| title | ORAL ACADEMIC LANGUAGE DISCOURSE FOR EMERGENT BILINGUALS TO INCREASE STUDENT TALK |
| topic | Emergent Bilinguals (EBs) English Language Learners (ELs) Long Term English Language Learners (LTELs) oral Academic Language Development (oral ALD) translanguaging English Language Proficiency Assessment for California (ELPAC) |
| url | https://doi.org/10.5281/zenodo.8058044 |