JusticeWildcatMaster571
Instructions: Part 1: Read the paragraph below and summarize…
Instructions:
Part 1:
Read the paragraph below and summarize the main point of the paragraph.
Label the ICE-T sentences in the source paragraph provided below. ICE-T means: I= Introduce the point (topic sentence). C= Cite the evidence/example. E= Explain the evidence/example. T= Tie-up sentence(s)/metacommentary. Review Module 4 for a detailed explanation of ICE-T.
Underline the transition words and phrasesLinks to an external site. in the source paragraph below.
Underline the reporting verbs and bold in-text citations in the source paragraph below.
Part 2:
Paraphrase the source paragraph below in your own words AND label your ICE-T sentences.
Rearrange your ICE-T sentences in a different pattern of organization (order) and use varied sentence structures that are different to the source paragraph.
Underline your paraphrase transitions and reporting verbs (must be different from the source paragraph).
Bold your in-text citations using APA Style.
Upload as a MS Word document so that it can be annotated with comments.
Source Paragraph:
Linguistically Responsive Instruction (LRI) supports English Language Learners (ELLs); however, this approach also benefits students who are not using English as an additional language because knowledge about language acquisition improves teacher and student efficacy in general. Furthermore, English language learning is most effective in the context of the target language use, that is, in course activities. For example, tutorials, lectures, and online activities are significant sites of English language learning because this is where students and instructors exchange disciplinary ideas and information. Linguistically Responsive Instruction (LRI) is a framework used by Galagher and Haan (2017) to addresses “knowledge, skills, and dispositions” about language learning and teaching (p. 306). They argue that when teachers approach disciplinary content instruction as language instruction, not only do learning outcomes improve for English Language Learners (ELLs), but all students benefit (p. 306). In other words, content area proficiency improves with knowledge about discipline specific academic language; however, instructor and student efficacy is also advanced by knowledge about sociocultural approaches to language, second language acquisition and proficiency, and methods for scaffolding (p. 306). If this is the case, it makes sense to adopt a LRI approach in disciplinary courses where students practice language skills and build disciplinary knowledge simultaneously. In sum, the key contribution of the LRI framework is that it encourages the integration of aspects of English language learning pedagogy across disciplinary courses for the benefit of students overall.
Reference:
Gallagher, C.E., & Haan, J.E. (2018). University faculty beliefs about emergent multilinguals and linguistically responsive instruction. TESOL Quarterly, 52 (2), 304-330. Retrieved from: https://onlinelibrary-wiley-com.myaccess.library.utoronto.ca/doi/full/10.1002/tesq.399
