References
National Council of Teachers of English, . (2008). ELL Research Brief. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf
New Jersey actively supports effective school/community/home partnerships in the school system. “Teachers can help ELLs see their native languages and family cultures as resources that contribute to education rather than something to be overcome or cast aside. For example, research shows how students’ extracurricular composing develops ELLs’ abilities in text comprehension, collaboration with peers, and construction of a writerly identity. Teachers can use these techniques to reduce the distance between home and school, while helping ELLs to become more invested in school learning” (National Council of Teachers of English, 2008). Involving students within these extra-curricular activities allows the student to develop his or her comprehension skills, allowing for real-world language use with peers. It is my belief, along with the National Council of Teachers of English (2008), that real world application of language is the best way for a person to learn the language. The reason being is because many ELL students, go home and speak their L1, unable to practice their English with another person. By participating in extra-curricular activities, they take an interest in school and communicate with their peers, getting more practice in English.
References National Council of Teachers of English, . (2008). ELL Research Brief. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf
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Lindsey PietrocolaSince 2010, I've been incorporating technology (in some form or another) into a classroom as a teacher. Archives
April 2019
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