Nancy+Tavarez

   //** The Great School #5 Community **//  **// Reaching English Language Learners (ELL) //**  =**Mission Statement** = 


 The mission of School Number Five is to develop, build and enhance the student's academic and social capabilities in order to meet a competitive job market.

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<span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="display: block; font-size: 115.2%; color: rgb(0, 0, 255); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">  <span style="font-size: 110%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 13pt; font-family: Arial,Helvetica,sans-serif;"> <span style="font-size: 12pt; font-family: 'Lucida Console',Monaco,monospace;"><span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;"> This wiki is designed to address the achievement gap of middle grade ELL students. The academic performance of these students on standardized assessments, as well as the district's assessments, has remained approximately thirty percent below their general education peers. Traditionally, the low academic performance of these students have been erroneously attributed to language barriers. A needs assessment identified various factors that affect the learning outcome of these students. This page focuses on the alignment of curriculum, instruction and assessment. Its goal is to assist our learning community into developing a shared understanding on how to utilize and align curriculum, instruction and assessment to close the achievement gap of the ELL population. It also addresses some of the misconceptions associated with bilingual programs, second language acquisition and the role of the native language.

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<span style="font-size: 14pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**<span style="color: rgb(128, 0, 128);">__<span style="font-size: 13pt; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Questions to consider as you explore this wiki __ ** =====
 * =====<span style="font-size: 13pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-size: 13.2pt; color: rgb(0, 0, 255);"> <span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">What is the purpose of bilingual education? =====
 * =====<span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;"><span style="font-size: 13pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">How are educators accountable for ELL's academic achievement? =====

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 * =====<span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">What bilingual program models are available and how do they align to the students' needs, curriculum, instruction and assessment? =====
 * =====<span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">How does language proficiency impact instruction and assessment? =====
 * =====<span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;"><span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">How internal and external assessments affects curriculum and instruction? =====
 * =====<span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">How can language skills be fostered across the curriculum? =====

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<span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-size: 110%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="background-color: rgb(0, 255, 255);"> <span style="display: block; font-size: 160%; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"><span style="font-size: 14pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 12pt;"><span style="font-size: 14.52pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="display: block; font-size: 12pt; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; color: rgb(128, 0, 128); text-align: center;"> <span style="font-size: 13.2pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;"><span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">Bilingual education has been a controversial issue since the beginning of this nation. Bilingual students, limited English proficiency (LEP) students, or English language learners (ELLs), are those students who speak a language other than English and are in the process of acquiring full proficiency of the English language. Bilingual education was originally established to provide non-English speaking students with access to the core content subjects while they acquire full proficiency of the English language. Historically, these students have struggled with academic achievement which has been associated with a variety of factors such as language barriers, educational background, instructional programs, and home environment among others. Federal and state laws have addressed the academic achievement of ELL. The NCLB mandates the disaggregation of test data to identify the academic progress of ELL in state's assessments. In addition, it requires an annual language proficiency assessment. The NJDOE utilizes the ACCESS language proficiency assessment which was designed by the WIDA Consortium and is aligned with their language proficiency standards. **The NCLB imposes financial sanctions to districts that fail to show the language and academic progress of ELL.** This will have a direct effect on teachers' employment, programs availability, classroom sizes, and resources among others. <span style="color: rgb(128, 0, 128);"> <span style="font-size: 11pt; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; color: rgb(0, 128, 128);">
 * Bilingual Education - Goals and Realities**

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===**<span style="font-size: 11pt; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; color: rgb(0, 128, 128);">Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz. **=== ====<span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;"><span style="display: block; font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace; text-align: left;"><span style="font-family: 'Lucida Console',Monaco,monospace;">This is one of the most comprehensive longitudinal studies in the area of bilingual Education. It analyzes the variety of services that have been provided to ELL across the nation and how these services affected the long term academic achievement of these students. The study was conducted from 1986 to 2001 and includes both qualitative and quantitative data from urban and rural sites across the nation. This study was designed to provide the federal and state government with data-driven information for establishing policies that aim to improve the academic achievement of the ELL population. Its finding provides whole school district with guidelines for establishing policies for ELL education. Educators will use this document to identify the programs and strategies that increase the long-term academic achievement of ELL. In addition, it will clarify many of the misconception associated with the purpose of bilingual education, focusing on language acquisition at the cost of content knowledge and the role of the native language. <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 140%;"> <span style="font-size: 13.2pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 80%; color: rgb(0, 0, 0); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[]  ====

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<span style="font-size: 13.2pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(128, 0, 128);"> <span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;"> ====== <span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-size: 110%; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **National Association For Bilingual Education (NABE)** <span style="display: block; font-size: 160%; color: rgb(0, 0, 255); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"> <span style="display: block; font-size: 19.2pt; color: rgb(0, 0, 255); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"><span style="font-size: 10pt; color: rgb(0, 0, 255); font-family: 'Lucida Console',Monaco,monospace;"><span style="font-size: 79.2%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 14pt; color: rgb(0, 0, 255); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[|http://www.nabe.org] <span style="font-size: 10pt; color: rgb(0, 0, 0); font-family: 'Lucida Console',Monaco,monospace;">

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<span style="font-size: 16pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(0, 0, 255); display: block; text-align: left;"> <span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-size: 10pt; color: rgb(0, 0, 0); font-family: 'Lucida Console',Monaco,monospace;">The National Association for Bilingual Education is the leading professional organization in the field of bilingual education. Its comprehensive website provides useful information addressing the main issues affecting ELL’s education. The major focus areas are research, advocacy, and important publications such as the Bilingual Research Journal, and ESL Digest among others. Educators use this website to further develop their understanding of bilingual education as well as to access current research, trends, laws, instructional strategies and resources. <span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace; color: rgb(0, 0, 0);">

<span style="font-size: 14pt; color: rgb(0, 0, 255); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> =<span style="font-size: 8.64pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> = <span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-size: 14pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(128, 0, 128);"> <span style="font-size: 14pt; color: rgb(0, 0, 255); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**<span style="color: rgb(128, 0, 128);">Bilingual Education - Historical Overview ** <span style="font-size: 10pt; color: rgb(0, 0, 0); font-family: 'Lucida Console',Monaco,monospace;">In this video, Dr. A Picciano gives a historical overview of the policies that have affected bilingual education. He explains that bilingual education has closely followed the political and social climate of the time period. Educators are often confronted with administrators or policy makers who challenge the validity and benefit of bilingual education. This video will enable educators to use historical facts to support their educational practices. <span style="font-size: 14pt; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 110%; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Bilingual Ed** <span class="wiki_link_ext"><span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace; color: rgb(0, 0, 0);">  <span style="font-size: 13.2pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(128, 0, 128);">**ucation** <span style="font-size: 11pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(128, 0, 128);"><span class="wiki_link_ext"> **<span class="wiki_link_ext"> []**<span style="font-size: 13.2pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(128, 0, 128);"> <span style="font-size: 13pt; color: rgb(0, 0, 0); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">This video shows how a community has embraced bilingual education for native English speakers. It presents the International School where native English speakers are learning Japanese, Chinese or Spanish in the elementary grades. This school is highly supported by its community. Parents of monolingual English speakers expressed their understanding of the benefits of bilingual education. Parental support has been shown to have a positive effect in the learning outcome of students. Educators need to engage in activities that allow the community to understand and support the educational practices used to improve the academic achievement of ELL.
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<span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;"><span style="font-size: 13pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">[] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 13pt; color: rgb(0, 0, 0); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">This website offers a detailed description of the current bilingual and ESL program models. Educators will be able to identify the type of model being implemented in the school and whether this model satisfies the states mandates as delineated in New Jersey Bilingual Code []). The most popular model is the transitional (Early-Exit). The state of New Jersey indirectly favors this model by imposing a three year limitation for students participating in a bilingual program or receiving English language services. The bilingual program model has a strong effect in curriculum, instruction and assessment as it determines the language of instruction as well as the complexity of the content knowledge presented to the students. <span style="font-size: 14pt; color: rgb(0, 0, 0); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">  **<span style="color: rgb(128, 0, 128);">Transitional Bilingual Education Model **
 * <span style="font-size: 13pt; color: rgb(128, 0, 128); font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; text-align: center; display: block;">Bilingual Program Models **

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<span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 14pt; color: rgb(0, 128, 128);"><span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 13pt;">Villareal, A. (2001). Rethinking the education of English language learners: Transitional Bilingual Education Programs. //Bilingual Research Journal,// 23:1 Winter 200 1 **<span style="font-size: 72%; color: rgb(0, 0, 0); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> =====

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<span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;"><span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">In this article the author identifies two contextual dimensions that are associated with the success or demise of the transitional bilingual education program. These dimensions are (1) support of the program at all levels of the school hierarchy, and (2) level of knowledge of bilingual education as evidenced through curriculum and instructional activities implemented in the program. Using these two dimensions, the author describes a framework for classifying transitional bilingual education programs. This article examines the impact of an inappropriate transitional bilingual education program for English language learners, in an effort to demonstrate how negative attitudes, prejudices, biases, and misinformation about bilingual education programs lead to inappropriate practices and unfounded, unsubstantiated, and misinformed policies. In addition, it attempts to provide educators with a framework which supports the alignment of curriculum and instruction to enhance the quality of their transitional bilingual education program s. <span style="display: block; font-size: 14pt; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"> <span style="font-size: 14pt; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">

<span style="font-size: 12pt; color: rgb(128, 0, 128); font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> **Formative and Summative Assessments The WIDA Standards, ACCESS language assessment, and NJASK**

<span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">**[]** <span style="color: rgb(0, 0, 0);"> <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This large-scale test addresses the academic English language proficiency (ELP) standards at the core of the WIDA Consortium's approach to instructing and evaluating the progress of English language learners. This assessment provides both formative and summative information to educators and policy makers. The interpretive guide presented in this web site explain how learning standards are linked to language function, domains and levels of performances allowing educators to use specific scores to determine current language skills and target specific learning outcome. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 12pt;"> <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 12pt;">**<span class="wiki_link_ext">ACCESS - Formative Assessment ** [] <span style="font-size: 13pt; color: rgb(0, 0, 0);"><span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">The WIDA English language proficiency (ELP) standards resource was designed to aid educators into linking language learning with the state academic content standards. There are five standards which appear in two framewoks: formative and summative. These frameworks delineate how the ELP standards, language domain, grade level clusters and language proficiency levels are integrated in the development of a coherent curriculum. It applies the stages of second language acquisition to develop performance indicator that guide the type of assessments designed for ELL at different levels of language proficiency. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">**ACCESS - Summative Assessment** [] <span style="color: rgb(0, 0, 0);"> <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">New Jersey Department of Education (NJDOE) utilizes the ACCESS test to measure the language proficiency of ELL. This test is administered yearly and provides formative and summative information. Educators use the ACCESS score to determine the language program and design instructional strategies. NJDOE reports the scores to the federal government to conform with NCLB provision. Districts that fail to show language proficiency gains for two consecutive years will lose the federal funds allocated to the specific program. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">**The NJASK** <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">[] <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;"> Th <span style="font-size: 14pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">is slide show highlights the series of changes that will be implemented in 2009. It provides rubrics, sample questions and narratives of how the NJASK results could be used as a formative assessment. In addition, it confirms that NJDOE will continue to offer Spanish-language version of the statewide elementary and middle grades assessments. It is explained that this modification was established to ensure that all students are accurately assessed in their progress in meeting the Core Curriculum Content Standards. This has an impact in instruction and assessment of Spanish speaking ELL. The state determines the language of assessment base on the ACCESS scores which specifies the English language proficiency. ELL that have scored 3 or less qualified for the Spanish version. Educators will use the ACCESS scores, as well as other assessments, to determine the language of instruction. **The state requires that students that will be tested in the native (Spanish) language receive __native language instruction__ in the core content areas (language arts, mathematics and science).**



<span style="font-size: 14pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 12pt;">**<span style="color: rgb(0, 128, 128);">Menken, K. (2006). Teaching to the Test: How No Child Left Behind impact language policy, curriculum, and instruction for English language learners. //Bilingual Research Journal//, 30: 2 Summer 2006 **. <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 10pt;">This article presents the findings of an intensive year long study in 10 New York City high schools. The researcher aimed to identify how high stake testing affected school policies regarding curriculum, instruction and assessments. It was found that most schools had adopted policies that allowed educators to "teach to the test." Most of the core content classes attended by ELL's targeted ESL strategies and ELL's ESL courses were similar to English language arts classes. There was an increase in the time allocated for ESL which exceeded the state's mandates and aimed to prepare students for the Regent exam. The researcher found that one school developed an AP Spanish literature class in order to strengthen the language skills of the ELL. A comparison of this instructional program to the ESL program used by the other school revealed that students who participated in AP Spanish literature classes scored higher in the Regent exam. The author concluded that high stake testing has led schools to narrow the curriculum to the material on the test. Sound pedagogical practices have been replaced by testing "drill and kill." This has diminished the quality of education accessible to the ELL and has not improved their academic achievement. The author urges educators and policy makers to base curriculum and instructional practices on sound theory and research as these are more likely to yield long term academic success.

<span style="display: block; font-size: 14pt; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: center;"><span style="font-size: 14pt; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">**Fostering Literacy Across the Curriculum** <span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> ===<span style="display: block; font-size: 14pt; color: rgb(128, 0, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"><span style="font-size: 90%; font-family: 'Comic Sans MS',cursive;"> **Instructional Strategies that Support the Language Acquisition Process Across the Curriculum** <span style="display: block; font-size: 14pt; color: rgb(0, 128, 128); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"> ===

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===<span style="font-size: 12pt; color: rgb(0, 128, 128); font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; text-align: left; display: block;">Stephen, K. (2005). Applying the comprehension hypothesis. //International Journal of Foreign Language Teaching//. 1(2): 12-16. === ====<span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace;">Stephen Krashen is an internationally recognized expert in the field of linguistics, specializing in theories of language acquisition and development. During the past 20 years, he has published over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada.In this paper he identifies instructional strategies that support the language acquisition process. He explains the role of comprehension, grammar, writing, speaking and the influence of the first language. He presents a clear distinction between learning and acquisition and presents the concept of autonomous acquirers. He argues that ELL educators' main goal is to guide students into becoming autonomous acquirers. This type of learner understand the language acquisition process. They are aware that progress comes from comprehensible input and develop strategies to make input more comprehensible.This metacogntive skills are applied in all contents areas. ====

<span style="font-size: 12pt; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 10pt; font-family: 'Lucida Console',Monaco,monospace; color: rgb(0, 0, 0); text-align: left; display: block;">This article presents how reading has become the driving force of schools. He argues that the emphasis on reading and writing has a detrimental effect when presented in isolation. Assigning more literacy periods has not shown a positive effect in academic achievement. In contrast, he explains that there is a strong support of the benefit of literacy across the curriculum. He evaluates current approaches used to promote literacy across the curriculum. He focuses on the inquiry model’s conception of the role of reading and writing in learning. He explains that the heart of the inquiry model is the learner desire to investigate an issue which allows she or he to engage in authentic discovery of information related to the particular topic while simultaneously examining various modes and forms of discourse, broad questioning of one's own experience, and reflection on the social implications of the new knowledge. Under these circumstances, students learn the content knowledge through literacy, and exposure to literacy in other content areas strengthens their literacy skills. He arguesthat the most compelling form of resistance to integration is the lack of a unified vision of literacy acrossthe curriculum. Educators will use the information provided in this article to foster literacy skills across thecurriculum. This is particularly important for ELL students.
 * <span style="display: block; font-size: 115.2%; color: rgb(0, 0, 255); font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;"> <span style="font-size: 12pt; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; color: rgb(0, 128, 128);">Bruce, C. B., Davidson, J. (1996). An inquiry model for literacy across the curriculum. //Journal of Curriculum Studies//, 28(3), 281-300. **

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