Theoretical Approaches In The Ells

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NLS scholars contend that literacy constitutes multiple modes and social practices. NLS approach literacy from a sociocultural perspective. Rather than viewing literacy as a set of purely cognitive skills to be mastered by the individual, NLS advocate the incorporation of a broad range of practices, signs, symbols, and modes. According to Lengel and Lengel (2006), students should be able to use different sources to find information, identify multiple perspectives, and evaluate the quality and authority of sources. In addition, NLS advocate the development of multiple competencies for active and critical participation in an increasingly global society (Gee, 2000; Lankshear & Knobel, 2004). The use of WebQuests across secondary content area classes enables the incorporation of these multiple aspects of literacy because the tasks Tag Heuer Replica and the final product require students to incorporate, integrate, and extend information from several Internet sources. In addition, students are expected to evaluate which sources best suit the purpose of completing ...
... a particular task successfully.

SLA scholars have stressed the importance of attending to the cognitive, linguistic, emotional, and social aspects of students' acquisition and development of a second language. Krashen (1980) and others (Echevarria & Graves, 2007) proposed that ELLs do best when language competencies are integrated with and taught through academic content. By relying on sheltered content instruction (SCI), single-subject educators can create lessons that are rich in comprehensible input, Krashen's term for adapting content information for ELLs. Students who are in the process of acquiring a new language while also engaging with new content also need ample opportunities to participate in meaningful verbal exchanges with peers in academic settings to develop academic English proficiency (Echevarria & Graves, 2007; McGraw & Rubinstein-Avila, 2008). These exchanges are likely to foster deeper levels of reasoning and understanding and foster the integration of content knowledge and language development (Chamot & O'Malley, 1994; Echevarria, Vogt, & Short, 2000).
Therefore, the presentation of WebQuest tasks to ELLs is essential. Echevarria et al. (2000) emphasized that students who are on a wide continuum of developing English-language proficiency require clear directions and more comprehensible and manageable tasks. They also recommended the Tag Heuer Carrera Replica Watches incorporation of visuals, such as regalia, documentaries, and films, as well as an array of genres, such as diaries, newspaper articles, and fiction. Emphasis on key content vocabulary, the use of think-alouds, and modeling correct language usage are also essential to increase comprehensible input (Echevarria & Graves, 2007; Echevarria et al., 2000).