It takes the average reader 4 hours and 36 minutes to read The Nature of Instructional Practices in Effective, Secondary English as a Second Language Classrooms by Vicki Nilles
Assuming a reading speed of 250 words per minute. Learn more
This paper synthesizes the findings from the analyses of a seven-month observation of the instructional practices in two suburban classrooms with English as a Second Language teachers. These two teachers have been identified as effective through administrative nomination, as well as through the implementation of research-supported instructional strategies demonstrated to be effective with students acquiring English as a second language. This case study focuses on the nature of instructional practices considered to be effective according to the literature supporting a sociocultural perspective on how students interact, socially and academically, in the classroom while acquiring English as a second language (Gutierrez, Rymes, & Larson, 1995; Lantolf, 2000; Rogoff, 1995; Tharp & Gallimore, 1988; 1991; Toohey, 2000; Vygotsky, 1978; 1981; Wertsch, 1985a; 1991a; 1991b). The effective classroom practices of these teachers reflect the fact that instructional practices are dialogic, and provide opportunities for students to interact socially and academically with each other and with the teacher. Students in these two classrooms are given access to various instructional opportunities that position them as cultural and linguistic experts in their native languages and cultures while they are acquiring English as a second language. Study findings support that instruction encouraging students to merge their life experiences with the challenging rigor of the classroom curriculum in order to provide learning opportunities within third space allows for learning that is meaningful and relevant for all students (Gutierrez, Baquedano-Lopez, & Tejada, 1999; Gutierrez & Larson, 2007; Gutierrez et al., 1995). This case study supports the principles of practice utilized in these ESL classrooms as important and relevant in helping students to engage in learning, in a first or second language, while also recognizing that instructional approaches are impacted by teacher beliefs and values.
The Nature of Instructional Practices in Effective, Secondary English as a Second Language Classrooms by Vicki Nilles is 268 pages long, and a total of 69,144 words.
This makes it 90% the length of the average book. It also has 85% more words than the average book.
The average oral reading speed is 183 words per minute. This means it takes 6 hours and 17 minutes to read The Nature of Instructional Practices in Effective, Secondary English as a Second Language Classrooms aloud.
The Nature of Instructional Practices in Effective, Secondary English as a Second Language Classrooms is suitable for students ages 12 and up.
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