Progress Monitoring of Language Acquisition and Academic Content for English Learners

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-07-28 DOI:10.1111/ldrp.12290
Mabel O. Rivera, Glennda K. McKeithan
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Abstract

Meeting the needs of English learners (ELs) effectively must be an individualized, purposeful, and data-driven process. Progress monitoring can help practitioners to target their EL students’ most significant academic and linguistic needs and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential with regards to language acquisition as well as content knowledge. This article offers considerations of best practices for educators in K–12 settings interested in learning more about progress monitoring of the academic and language proficiency of ELs receiving instruction in varied settings. Considerations regarding progress monitoring for ELs are reviewed, and tables of resources for instructional activities and supporting materials are provided.

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英语学习者语言习得和学术内容的进度监控
有效满足英语学习者的需求必须是一个个性化、有目的和数据驱动的过程。进度监控可以帮助从业者针对EL学生最重要的学术和语言需求,随后开发和提供教学程序,帮助学生在语言习得和内容知识方面发挥最大潜力。这篇文章为K-12环境中的教育工作者提供了最佳实践的考虑,他们有兴趣了解更多关于在不同环境中接受教学的ELs的学业和语言能力的进度监测。审查了关于ELs进度监控的注意事项,并提供了教学活动和支持材料的资源表。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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