Teaching Language Arts to English Language Learners

Vásquez, Anete; Hansen, Angela L.; Smith, Philip C.

doi:10.4324/9780203081907

Cited by 7 publications

(1 citation statement)

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“…Throughout the data, many moments occurred where corrective feedback might be expected according to the use of “non-standard” language forms; however, not all were initiated. Teacher preparation handbooks often recommend teachers provide corrective feedback when a student utterance does not align with academic or standard language conventions, specifically for emergent bilingual students (e.g., see Vásquez, Hansen, & Smith, 2013, p. 12), despite inconclusive findings from second-language acquisition research (see Russell, 2009, for a review of findings on corrective feedback). And, little research has been conducted on corrective feedback for speakers of Black languages or other stigmatized languages.…”

Section: Repairing the Sounds Of Black Languagementioning

confidence: 99%

Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms

Martinez

2016

Urban Education

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This article addresses teachers' uptake of Black and Latina/o youth linguistic repertoires within the official space of an English Language Arts (ELA) classroom and how youth respond to corrective feedback that is focused on the form of their messages, rather than their function. Corrective feedback offered by one Latina teacher indexed larger standard language ideologies that circulate within urban Black and Latina/o schools. I argue that youth's responses to corrective feedback point to their emerging critical

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Section: Repairing the Sounds Of Black Languagementioning

confidence: 99%

Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms

Martinez

2016

Urban Education

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Developing a P-12 English Language Learner Collection in an Academic Library That Reflects Its Community

Godbey

Melilli

2021

Collection Management

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The Effect of Applying the Talk-To-The-Text Strategy on Students' Reading Comprehension in Narrative Texts

Yonata¹

2017

Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)

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-This study investigates the effect of applying the talkto-the-text strategy on students' reading comprehension of narrative text. By employing quasi-experimental research design, specifically pre-and post-tests design, talk-to-the-text reading strategy was implemented as a treatment in experimental class while the utilization of conventional strategy was taught in control class. The study was conducted by involving eighth grade students of a Junior Secondary School in Bintan, Indonesia. Cluster random sampling was employed in order to determine the samples. In order to gain the data, a reading comprehension test was used as the research instrument. Based on the data analysis using t-test, the result revealed that talk-to-the-text strategy gives better effect toward the comprehension of grade eight students in reading narrative texts.

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Teaching Language Arts to English Language Learners

Cited by 7 publications

References 0 publications

Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms

Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms

Developing a P-12 English Language Learner Collection in an Academic Library That Reflects Its Community

The Effect of Applying the Talk-To-The-Text Strategy on Students' Reading Comprehension in Narrative Texts

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