Collaborative analysis of student writing: Building teacher capacity for supporting adolescent multilingual learners

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Adolescent & Adult Literacy Pub Date : 2024-06-26 DOI:10.1002/jaal.1368

Ali Yaylali

引用次数: 0

Abstract

This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns.

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合作分析学生写作：培养教师支持青少年多语种学习者的能力

这篇概念性文章讨论了在中学科学课堂上培养教师支持多语言学习者能力的合作方法。文章倡导英语语言教师和内容领域教师合作分析学生写作样本，分享教学心得。文章对学生写作样本进行了情景分析和语言分析，以示范教师如何将合作对话的重点放在语言模式上。

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

Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

11.10%

发文量

期刊介绍： The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research