Academic Literacy Skills and ESL Students in Regular Classrooms: What are content area teachers facing when implementing curriculum content standards?
This article utilizes a sociocultural perspective to argue that literacy development and subject content learning are inseparable.
International Journal of Learning, Volume 9.
Article: Print (Spiral Bound), ISSN: ISSN 1447-9494,
Article: Electronic (PDF File; 480.901KB), ISSN: ISSN 1447-9540,
Growing up and educated in China, further educated and “polished” in Canada, and currently teaching and researching in an American University, I have cultivated in myself the sensitivity to language issues across academic settings. With a Ph.D in Curriculum and Instruction from University of British Columbia, I am currently working as an Associate Professor of language education, the Chair of the Curriculum and Instruction Department, and the University Coordinator for the On-campus LMS Support Services. Teaching courses in the areas of ESL education, foreign language education, diversity in the classroom, and content literacy across the curriculum, I have been doing research in all these areas focusing on classroom discourse, integration of language and content, and mainstreamed ESL students at all levels. Recent publications include articles in Communication Education; Language and Education; Linguistics and Education; Language, Culture, and Curriculum; International Journal of Learning; International Journal of Applied Linguistics; Language Teaching Research. Most recently, I am working on the topic of “Talking Math” and “Writing Math”.
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