Campus Units

Education, School of, English

Document Type

Article

Publication Version

Published Version

Publication Date

1-2009

Journal or Book Title

Science and Children

Volume

46

First Page

46

Last Page

48

Abstract

Most of us recall the first time we had English Language Learners (ELLs) in our classrooms. What does this child understand? How do I help her feel comfortable when I can’t communicate in the same language? How do I teach academic subjects and monitor progress when he doesn’t speak the language of instruction? How will her peers act toward her? These concerns are often coupled with a fear that spending valuable instructional time helping the ELLs may cause us to neglect the bulk of our class who are not ELLs.

Comments

This article is from Science and Children; 2009, 46; 46-48. Posted with permission.

Copyright Owner

National Science Teachers Association

Language

en

File Format

application/pdf

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