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How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

How to Be Interculturally Responsive to Your English Language Learners' Writing Needs

Kathryn Jones, Jason R. Mixon
Copyright: © 2021 |Pages: 23
ISBN13: 9781799890263|ISBN10: 1799890260|EISBN13: 9781799890270
DOI: 10.4018/978-1-7998-9026-3.ch037
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MLA

Jones, Kathryn, and Jason R. Mixon. "How to Be Interculturally Responsive to Your English Language Learners' Writing Needs." Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, IGI Global, 2021, pp. 675-697. https://doi.org/10.4018/978-1-7998-9026-3.ch037

APA

Jones, K. & Mixon, J. R. (2021). How to Be Interculturally Responsive to Your English Language Learners' Writing Needs. In I. Management Association (Ed.), Research Anthology on Culturally Responsive Teaching and Learning (pp. 675-697). IGI Global. https://doi.org/10.4018/978-1-7998-9026-3.ch037

Chicago

Jones, Kathryn, and Jason R. Mixon. "How to Be Interculturally Responsive to Your English Language Learners' Writing Needs." In Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, 675-697. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-9026-3.ch037

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Abstract

The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.

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