Building on What We Know: Best Practices for Engaging Emergent Bilinguals in Learning

Authors

  • Dr. Alexandra J. Reyes Georgia Southern University
  • Dr. Alisa Leckie Georgia Southern University
  • Dr. Alma D. Stevenson Georgia Southern University

DOI:

https://doi.org/10.52242/gatesol.157

Abstract

The purpose of this article is to describe best practices for engaging emergent bilingual students in learning. As more educators across the state of Georgia are working with emergent bilingual students, we have identified several strategies and structures that are recognized as being effective for all students and highlight ways to modify those classroom practices to benefit students who are learning English as an additional language. We describe ways to make language visible (anchor charts, word walls, sentence frames, and sentence stems), as well as effective practices for readers’ workshop. We also recognize that family engagement is critical to student success and provide strategies to enhance school-family connections among culturally and linguistically diverse students and their families.

Keywords
teaching strategies, emergent bilinguals, readers’ workshop, family engagement

Author Biographies

Dr. Alexandra J. Reyes, Georgia Southern University

Dr. Alexandra J. Reyes, Assistant Professor, Department of Middle Grades and Secondary Education, Georgia Southern University, Statesboro, GA; email areyes@georgiasouthern.edu.

Dr. Alisa Leckie, Georgia Southern University

Dr. Alisa Leckie, Associate Professor, Department of Middle Grades and Secondary Education, Georgia Southern University, Statesboro, GA; email aleckie@georgiasouthern.edu.

Dr. Alma D. Stevenson, Georgia Southern University

Dr. Alma D. Stevenson, Professor, Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesboro, GA; email almastevenson@georgiasouthern.edu.

Building on What We Know (Reyes et al., 2022)

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Published

2022-04-18

How to Cite

Reyes, A., Leckie, A., & Stevenson, A. (2022). Building on What We Know: Best Practices for Engaging Emergent Bilinguals in Learning. GATESOL Journal, 32(1), 51–59. https://doi.org/10.52242/gatesol.157

Issue

Section

Pedagogical Practices, Programs, Policy, and Perspectives