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EDU 131 - Language Arts in a Bilingual Classroom - Textbook

Resources for EDU 131.

Unit Objectives

Students will identify some of the implications, for ELLs, of the new standards’ requirement that students be able to read and understand complex, informationally dense texts.

Reading

"This paper addresses the implications, for ELLs, of the new standards’ requirement that students be able to read and understand complex, informationally dense texts. The authors discuss the types of supports that learners need in order to work with complex texts. They also provide a sample of what academic discourse involves, using an excerpt from Martin Luther King, Jr.’s Letter from Birmingham Jail. They demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time. The authors argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning."

Click on the link below to access the assigned reading.

Attribution

What does text complexity mean for English learners and language minority students? Located at: https://ell.stanford.edu/publication/what-does-text-complexity-mean-english-learners-and-language-minority-students Project: Understanding Language Stanford University License: Copyright Stanford University Details: User may download material from the Sites only for User’s own personal, non-commercial use.