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The text includes comprehension questions that prompt critical engagement with discourse, historical context, knowledge withholding, and the notion of “speaking that Other.” It also defines English language learner terminology, distinguishes BICS and CALP, and outlines session goals versus non-goals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/instructional-strategies-for-supporting-english-language-learners-comprehension-questions-and-session-goals/498477/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/instructional-strategies-for-supporting-english-language-learners-comprehension-questions-and-session-goals/498477.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the session goals for supporting English language learners?","Question",{"text":112,"@type":113},"The goals are to understand the need to support English language learners in all content areas, to use a structure focused on the reading domain when planning lessons, and to learn reading strategies usable across the four core content areas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the session describe what matters for English language learners?",{"text":117,"@type":113},"It highlights literacy development in students’ home language, different schooling experiences, social and academic language needs, and distinguishes BICS from CALP while noting proficiency levels.",{"name":119,"@type":110,"acceptedAnswer":120},"How is a student described in the definition of “limited English proficiency”?",{"text":121,"@type":113},"The definition states that the student’s primary language is other than English and that English skills make it difficult to perform ordinary class work in English.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},498477,1791118757,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Instructional Strategies for Supporting English Language Learners  \n1  \nComprehension Questions  \nWith a colleague, respond to the following questions:  \n1. The author of this passage is questioning  \na. the valorization of discourse in educational practice  \nb. the implementation of historical context in teaching  \nc. the practice of withholding knowledge in the classroom  \nd. all of the above  \n2. Identify in the passage one instance of the author ʼs attempts to “speak that Other”and explain the multiplicities within that attempt.  \n3. Based on this passage, in what ways might the author approach teaching a new concept in a mathematics class?  \n2  \nExcerpt from Ellsworth ʼ s Teaching Positions  \n“How does one teach in and through historically constructed and politically interested holes in language? How does one teach when there ʼ s no way to say it—and yet something must be said? How does one employ language that knows, but does not tell what it knows—language that is in-formed by its ghost, by its Other, yet cannot speak that Other? In Alchemy, Williams uses structural and stylistic devices to create what might be called a magical realist conceptual and analytical space in her deconstruction of legal discourses and practices.”  \nE. Ellsworth. (1997) . Teaching positions: Difference, pedagogy, and the  \npower of address. New York: Teachers College Press, p. 187.  \n3  \nComprehension Questions  \nWith a colleague, respond to the following questions:  \n1. The author of this passage is questioning  \na. the valorization of discourse in educational practice  \nb. the implementation of historical context in teaching  \nc. the practice of withholding knowledge in the classroom  \nd. all of the above  \n2. Identify in the passage one instance of the author ʼs attempts to “speak that Other”and explain the multiplicities within that attempt.  \n3. Based on this passage, in what ways might the author approach teaching a new concept in a mathematics class?  \n4  \nHow Did You Do?  \nDescribe this experience.  \n• What did you find easy? What knowledge did you draw upon?  \n• What did you find challenging?  \n• What insights can you draw about the act of reading?  \n5  \nSession Goals  \n1. To develop an understanding of the need to support English language learners in all content areas  \n2. To develop an understanding of and use a structure that focuses on the reading domain when developing and planning lessons  \n3. To learn reading strategies that are independent of a particular philosophy or program for use with English language learners in the four core content areas  \n6  \nWhat Matters  \n• Literacy development in student ʼ s home language (Literacy development in a language includes listening, speaking, reading, and writing in that language)  \n• Schooled, unschooled, interrupted schooling  \n• Social and academic language  \n• BICS (Basic Interpersonal Communication Skills)—everyday language needed for social interaction  \n• CALP (Cognitive Academic Language Proficiency)—language needed to access learning in academic settings  \n• Proficiency levels in social and academic language  \n7  \nAbout This Session  \nThis session is . . .  \n• research based  \n• anchored in good instructional practice  \n• beneficial for all students, not just English language learners  \n• purposeful  \nThis session is not . . .  \n• tied to a model or program (e.g. , dual language, bilingual, sheltered English, new arrival center)  \n• about language acquisition  \n• focused on explaining policy or legislation  \n• random or all-encompassing  \n8  \nEnglish Language Learner: A Definition  \nTEC, Chapter 29, Sec. 29.052. Definitions.  \n“Student of limited English proficiency” means a student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary class work in English.  \n(Added by Acts 1995, 74th Leg. , ch. 260, Sec. 1, eff. May 30, 1995)  \nTexas Education Code; Title 2. Public Education; Subtitle F. Curriculum, P","cbCaieukpcrgBX9i","https://ap.wps.com/l/cbCaieukpcrgBX9i","pdf",6769104,62,"English","# Comprehension Questions\n## Author’s Inquiry and “Speaking That Other”\n## Teaching a New Concept in Mathematics\n# How Did You Do?\n# Session Goals\n# What Matters\n# About This Session\n# English Language Learner: A Definition\n# National English Language Learner Population: 2005","[{\"question\":\"What are the session goals for supporting English language learners?\",\"answer\":\"The goals are to understand the need to support English language learners in all content areas, to use a structure focused on the reading domain when planning lessons, and to learn reading strategies usable across the four core content areas.\"},{\"question\":\"How does the session describe what matters for English language learners?\",\"answer\":\"It highlights literacy development in students’ home language, different schooling experiences, social and academic language needs, and distinguishes BICS from CALP while noting proficiency levels.\"},{\"question\":\"How is a student described in the definition of “limited English proficiency”?\",\"answer\":\"The definition states that the student’s primary language is other than English and that English skills make it difficult to perform ordinary class work in English.\"}]","Instructional Strategies for Supporting English Language Learners - Comprehension Questions and Session Goals | PDF",1790981814,156]