Nurturing Life-Long Language Learners Metadata

Metadata describes a digital item, providing (if known) such information as creator, publisher, contents, size, relationship to other resources, and more. Metadata may also contain "preservation" components that help us to maintain the integrity of digital files over time.

Title

  • Main Title Nurturing Life-Long Language Learners

Creator

  • Author: Rodriguez, Cynthia
    Creator Type: Personal
    Creator Info: University of North Texas at Dallas
  • Author: Araujo, Juan
    Creator Type: Personal
    Creator Info: University of North Texas at Dallas
  • Author: Narayan, Ratna
    Creator Type: Personal
    Creator Info: University of North Texas at Dallas
  • Author: Shappeck, Marco
    Creator Type: Personal
    Creator Info: University of North Texas
  • Author: Moss, Glenda
    Creator Type: Personal
    Creator Info: University of North Texas at Dallas

Publisher

  • Name: Texas Council of Teachers of English Language Arts
    Place of Publication: [Austin, Texas]

Date

  • Creation: 2012

Language

  • English

Description

  • Content Description: This article discusses nurturing life-long language learners.
  • Physical Description: 6 p.

Subject

  • Keyword: developing readers
  • Keyword: academic languages
  • Keyword: language access
  • Keyword: English as a Second Language
  • Keyword: ESL
  • Keyword: literacy

Source

  • Journal: English in Texas, 2012, Austin: Texas Council of Teachers of English Language Arts, pp. 62-67

Citation

  • Publication Title: English in Texas
  • Volume: 42
  • Issue: 1
  • Page Start: 62
  • Page End: 67
  • Peer Reviewed: True

Collection

  • Name: UNT Scholarly Works
    Code: UNTSW

Institution

  • Name: UNT Dallas
    Code: UNTD

Rights

  • Rights Access: public

Resource Type

  • Article

Format

  • Text

Identifier

  • Archival Resource Key: ark:/67531/metadc111006

Degree

  • Academic Department: Teacher Education and Administration

Note

  • Display Note: Abstract: English Language Learners of all ages and levels face a challenge when they encounter academically rich texts. To understand more about what literacy practices work with these students and to explore effective supports to inform the authors' preservice teachers, University of North Texas at Dallas faculty read and discussed 'Academic Language for English Language Learners and Struggling Readers' (Freeman & Freeman, 2009). Three themes emerged from the authors' reflexive discussions: Nurturing is developing readers and writers, nurturing is giving access to powerful language, and nurturing is preparing effective teachers for a labor intensive profession. As English language arts and content area teachers, it is crucial that we continue to work diligently toward identifying and implementing practices for English Language Learners that are challenging for this ever-growing population of students.