Building literacy with English language learners : insights from linguistics

Title:

Summary:

"How can linguistics help teachers of English language learners (ELLs) improve their instruction? What specific competencies do ELLs need to build in order to speak, listen, read, and write in a new language? Now revised and expanded with a broader view of literacy, this book has guided thousands of inservice and preservice teachers to understand the processes involved in second-language acquisition and help ELLs succeed. The authors explain relevant linguistic concepts with a focus on what works in today's diverse PreK-12 classrooms. Effective teaching strategies are illustrated with engaging classroom vignettes; the volume also features instructive discussion questions and a glossary. Coverage of timely topics, such as numeracy and the language innovations of text messages. "-- Provided by publisher.

Author:

Lems, Kristin, author.

ISBN:

9781462531608

9781462531592

Personal Author:

Lems, Kristin, author.

Uniform Title:

Teaching reading to English language learners

Edition:

Second edition.

Publication Information:

New York : The Guilford Press, [2017]

Physical Description:

xviii, 334 pages : illustrations ; 24 cm

General Note:

Originally published under title: Teaching reading to English language learners.

Subject Term:

Language and languages -- Study and teaching.

Reading.

Second language acquisition.

EDUCATION / Bilingual Education.

LANGUAGE ARTS & DISCIPLINES / Literacy.

EDUCATION / Teaching Methods & Materials / Reading & Phonics.

Added Author:

Miller, Leah D.,

Soro, Tenena M.,

Alternative Title:

Teaching reading to English language learners

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Library	Barcode	Item Type	Location	Format	Status
Searching... Rothwell	5059222X	Adult non fiction	428.2	Paperback	Searching... Unknown

1 Big ideas and Research That Guide the Profession	p. 1
The Language-Based Theory of Learning	p. 2
Universals and Specifics of Language and Literacy	p. 3
Literacy: A Universal Human Right or a Privilege?	p. 4
The Interaction of Two Developing Systems	p. 5
English as a New Language: Four Domains and the Fifth Domain	p. 6
Language-Centered Factors Influencing SLA	p. 8
Nonlinguistic Influences on SLA	p. 10
Language Teaching Approaches and Methods and the Role of Reading	p. 12
Content-Based Instruction	p. 15
CBI Based Instructional Models	p. 17
The Influence of Vygotsky's Theories on Second-Language Learning	p. 17
Deficit Theory	p. 18
Research into Effective Teaching Strategies for ELLs	p. 20
2 First-Language Influence in Second-Language Acquisition	p. 28
The Contrastive Analysis Hypothesis	p. 29
Language as an Innate Human Endowment	p. 29
The Interdependence Hypothesis	p. 30
Sociocultural Theory	p. 31
L2 Reading Models	p. 31
Language Distance or Linguistic Proximity	p. 35
The Problem with "Transfer"	p. 37
Cross-Linguistic Influence	p. 38
Examples of PCI	p. 38
Non-Effects	p. 41
Metalinguistic Awareness Facilitates the Study of New Languages	p. 41
How LI Reading Differs from Reading in a New Language	p. 43
Literacy-Related Hypotheses about SLA	p. 44
Performance Definitions for ELLs	p. 51
3 ELL Oracy: Listening Comprehension and Oral Language Development	p. 55
Listening Comprehension in English as a New Language	p. 56
Probabilistic Reasoning	p. 61
Oral Proficiency in English as a New Language	p. 69
4 Learning to Read, Write, and Spell Words in English as a New Language	p. 81
How Word Recognition Occurs in English	p. 82
Probabilistic Reasoning for Reading	p. 83
Major Kinds of Writing Systems	p. 84
5 Using Morphemes to Learn Vocabulary	p. 112
Morphemes: The Building Blocks of Words	p. 113
English, a Morphophonemic Language	p. 113
Morphemes through Different Lenses	p. 118
Two Major Categories of English Morphemes	p. 119
Morpheme Study in the Classroom	p. 128
6 Word Formation Processes, Cognates, and Collocations	p. 140
Vocabulary: The Bottom Line for Reading in Any Language	p. 141
English, a Richly Generative Language	p. 141
Using Cognates	p. 149
Collocations: Phrasal Verbs, Idioms, and Listemes	p. 156
7 "The Same, but Different": Reading Fluency in English as a New Language	p. 171
A Working Definition of Fluency	p. 171
Automaticity Theory	p. 172
Measuring Reading Comprehension	p. 173
ELLs and Fluency Research	p. 175
Fluency Instruction	p. 175
Success in Fluency Instruction for ELLs	p. 179
Problems with Fluency Assessments	p. 182
Problems Specific to ELLs	p. 184
8 Achieving Comprehension in L2 English Reading	p. 199
Comprehending Connected Text in a New Language Is Hard!	p. 200
Strategy Use by L1 Learners	p. 202
Word-Learning Strategies	p. 203
Phrase- and Sentence-Level Reading Strategies	p. 210
Paragraph- and Discourse-Level Reading Strategies	p. 213
Metacognitive Strategies	p. 217
Extensive Reading Develops All of the Strategies	p. 221
Additional Ideas for Developing Classroom and School Resources	p. 224
9 Writing to Learn in English across the Curriculum	p. 229
Interactions between Reading and Writing	p. 230
Written Language: Not Just Frozen Speech!	p. 231
A Change in the Philosophy of LI Writing	p. 233
Process Writing and Writing Workshop	p. 234
Writing Workshop and ELLs' Writing Needs	p. 236
Instructional Settings	p. 238
A Framework for Analyzing School Writing Tasks	p. 239
Mistakes and Errors in ELL Writing	p. 244
Cultural Aspects of Writing in English	p. 245
Understanding Plagiarism	p. 246
Spelling and Handwriting	p. 246
Guidance from the English Language Proficiency Standards	p. 247
10 Literacy, Language Learning, and the Digital Revolution	p. 258
Changes to Literacy	p. 259
Changes in the Teaching and Learning of Languages	p. 268
New Roles for Teachers and Learners	p. 270
New Literacies	p. 271
Digital Literacy as a Content Area	p. 272
Online Databases Now Available to Teachers	p. 273
Glossary	p. 285
References	p. 305
Index	p. 325

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