Peer reviewed
Direct linkERIC Number: EJ1064899
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0155-2147
EISSN: N/A
Available Date: N/A
How One School Has Developed a Metalinguistic Toolkit for Supporting Multilingual Students as Writers
Humphrey, Sally L.
English in Australia, v50 n1 p55-65 2015
In this article, I report on the first stage of a whole school literacy project," Embedding Literacies in the KLAs" (ELK), which aims to support multilingual learners to access the literacies they need for high stakes curriculum learning. As it is "quality teaching" that has been found to have the greatest impact on student learning outcomes (OECD, 2009), I focus here on the design and implementation of the professional learning program of the ELK project.
Descriptors: Metalinguistics, Literacy Education, Multilingualism, Educational Quality, Program Design, High Stakes Tests, English (Second Language), Second Language Learning, Numeracy, Foreign Countries, High School Students, Faculty Development, Secondary School Teachers, Semantics, Teaching Methods, Scaffolding (Teaching Technique), Guidelines, Literacy, Writing Instruction, National Curriculum
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A
