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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Good Instruction is Good for Everyone—Or Is It? English Language Learners in a Balanced Literacy Approach
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Good Instruction is Good for Everyone—Or Is It? English Language Learners in a Balanced Literacy Approach

机译：良好的指导对每个人都有益-是吗？平衡读写法下的英语学习者

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摘要

Prior research suggests that many of the elements of effective instruction for native speakers are beneficial for English learners as well. But are specific strategies that appear effective for native speakers equally so for nonnative speakers? Are other companion efforts necessary? This article explores these questions by examining the comparative effects of selected literacy instructional practices on reading comprehension for English learners and non-English learners, using data from a 3-year study of the implementation and effects of a balanced literacy approach in San Diego City Schools. Then, using qualitative data gathered over 2 years from 133 teachers, as well as school administrators and instructional coaches in 9 case study elementary schools, the article considers what might have been missing in the district's approach to its over 24,000 elementary English learner students and how the strengths that were developed during the district's literacy reforms might be used to address continuing weaknesses.
机译：先前的研究表明，针对母语人士的有效教学的许多要素也对英语学习者有益。但是，对于母语人士来说，特定的策略是否同样有效呢？是否需要其他同伴的努力？本文通过对圣地亚哥市学校进行的一项为期3年的平衡识字方法实施和效果的研究，通过研究选定的识字教学实践对英语学习者和非英语学习者阅读理解的比较影响来探讨这些问题。 。然后，使用从9个案例研究小学中的133名老师以及学校管理人员和指导老师在过去2年中收集的定性数据，本文考虑了该学区对24,000多名英语学习者的学习方法中可能缺少的内容以及如何该地区在扫盲改革期间所开发的优势可能会被用来解决持续存在的弱点。

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