Eileen Ariza, Florida Atlantic Unversity, Ft. Student work from university classes in Japan help illustrate the steps, benefits, and caveats of this approach. The presentation highlights the use of simulated texts for fostering elementary level English Language Learners' academic literacy skills. Simulated texts, which are modeled on texts encountered in real life, render the instructional process more authentic and interactive, motivate learners, and contextualize literacy instruction. This session describes a collaborative project between secondary ESL and mainstream teachers in which content teachers are empowered to take control of the language and materials in their classes to raise LEP student achievement.
Presenters detail in-service activities, share differentiated lessons, and report student outcomes.
While dealing admirably with global language, they may do little to help students process advanced academic language. Based on data from K-5 classrooms, this paper demonstrates a methodology for analyzing, addressing, and incorporating complex language structures into ESOL classrooms. The specific needs of these students, a performance-based assessment of their academic language level, and the curriculum designed to address their academic language needs are discussed. The presenter demonstrates how to create a multidisciplinary thematic unit for elementary ESOL students. Based on a novel about a Native American child, the unit explores the concept of living between two cultures.