Add rigor to ELL instruction by blending higher-order thinking skills with the stages of language acquisition.
Get full access to this article
View all access options for this article.
References
1.
BloomBenjamin S.EngelhartMax D.FurstEdward J.HillWalker H., and KrathwohlDavid R., eds. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: David McKay, 1956.
2.
BridgesWilliam. Managing Transitions: Making the Most of Change, 2nd ed.Boulder, Colo.: Perseus Publishing, 2003.
3.
KrashenStephen D., and TerrellTracy. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon, 1983.
4.
MarzanoRobert J.PickeringDeborah, and PollockJane E.. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, Va.: ASCD, 2001.
5.
RamirezJ. David. “Executive Summary of the Final Report: Longitudinal Study of Structured English Immersion, Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language Minority Children.”Bilingual Research Journal16, no. 1-2 (1992): 1–62.
6.
VygotskyLev S.Mind and Society. Cambridge, Mass.: Harvard University Press, 1978.
