Abstract
In this presentation, we share a unit of lesson plans for teaching academic writing to middle school English language learners. Based on functional perspectives of language development and social practice theory, we illustrate how game-based activities can be structured to help ELLs move from less-literacy demanding, context-rich tasks to more literacy demanding, de-contextualized tasks in order to assist their development of academic vocabulary and understanding of theoretical concepts in writing such as audience and purposes. Implications for classroom structure and scaffolding for ELLs are discussed and demonstrated.
| Original language | American English |
|---|---|
| State | Published - Oct 19 2017 |
| Event | Georgia Teachers of English to Speakers of Other Languages Annual Conference (GATESOL) - Duration: Oct 19 2017 → … |
Conference
| Conference | Georgia Teachers of English to Speakers of Other Languages Annual Conference (GATESOL) |
|---|---|
| Period | 10/19/17 → … |
Disciplines
- Linguistics
Keywords
- Academic writing
- English language learners
- Linguistic approach