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Teaching Reading: K-2 Workshop

Supporting the English Language Learner

In this session, you will investigate and apply research-based principles of effective early literacy instruction for English Language Learners.

Learning Goals

At the end of this session, you will better understand:

  • factors that influence second-language literacy learning
  • characteristics of effective literacy instruction for English Language Learners
  • challenges and opportunities for teaching reading to English Language Learners
  • how to develop an effective literacy lesson for English Language Learners

Factors Related To This Session

  • Proficiency in native language
  • Proficiency in English language
  • Literacy proficiency in native language
  • Cultural traditions and attitudes to literacy
  • Socioeconomic status
  • Support for native language and bilingualism

“What is heartening for me, is that none of the practices that best support English Language Learners are brand new or…only support those children. It seems that with just a little extra thought, the very same practices that we use commonly, could be put in place in a more systematic way to support English Language Learners.”

Robin Peterson

Related Resources

Children’s Books Used in the Video

DePaola, T. The Legend of the Bluebonnet: An Old Tale of Texas. New York, N.Y.: Putnam, 1983.

Dorros, A. This Is My House. New York, N.Y.: Scholastic, 1992.

Reiser, L. Margaret and Margarita. New York, N.Y.: William Morrow and Co., Inc., 1993.

Professional Resources

(Readings with asterisks provide bibliographies of multicultural literature or literature useful in supporting English Language Learners)

Au, K. H. “Literacy Instruction for Young Children of Diverse Backgrounds.” In Strickland, D. S., and L. M. Morrow, eds. Beginning Reading and Writing, 35-45. New York, N.Y.: Teachers College Press, 2000.

Au, K. Literacy Instruction in Multicultural Settings. New York, N.Y.: Holt, Rinehart and Winston, 1993.

Brisk, M. E., and M. M. Harrington. Literacy and Bilingualism: A Handbook for ALL Teachers. Mahwah, N.J.: Laurence Erlbaum Assoc., 2000.

Freeman, D. E., and Y. S. Freeman. “Checklist for Effective Reading Instruction.” Teaching Reading in Multilingual Classrooms, 7-16. Portsmouth, N.H.: Heinemann, 2000 .

Freeman, D. E., and Y. S. Freeman. Between Worlds: Access to Second Language Acquisition. Portsmouth, N.H.: Heinemann, 2001.

**Galda, L., and B. Cullinan. “Reading Aloud From Culturally Diverse Literature.” In Strickland, D. S. and L. M. Morrow, eds. Beginning Reading and Writing. New York, N.Y.: Teachers College Press, 2000.

Garcia, G. E. “Bilingual Children’s Reading.” In Kamil, M. L., et al., eds. Handbook of Reading Research, 813-834. Mahwah, N.J.: Laurence Erlbaum Assoc., 2000.

Garcia, G. G. English Learners: Reaching the Highest Level of English Literacy. Newark, Del.: International Reading Association, 2003.

Garcia, G. C., and D. Beltran. “Revising the Blueprint: Building for the Academic Success of English Learners.” In Garcia, G. G., ed. English Learners: Reaching the Highest Level of English Literacy. Newark, Del.: International Reading Association, 2003.

Moll, L. Funds of Knowledge: Learning From Language Minority Households. ERIC Digest. ED367146, 1994.

North Central Regional Educational Laboratory. Funds of Knowledge: A Look at Luis Moll’s Research Into Hidden Family Resources. CITYSCHOOLS, 1 (1), 19-21, 1994.

**Opitz, M. S. Literacy Instruction for Culturally and Linguistically Diverse Students. Newark, Del.: International Reading Association, 1998.

**Rasinski, T. V., and N. D. Padak. “Commentary: Selecting and Using Multicultural Literature.” In Opitz, M., ed. Literacy Instruction for Culturally and Linguistically Diverse Students. Newark, Del.: International Reading Association, 1998.

Rueda, R., and G. E. Garcia. “How Do I Teach Reading to English Language Learners?” In CIERA, ed. Teaching Every Child to Read: Frequently Asked Questions. Ann Arbor, Mich.: Center for the Improvement of Early Reading Achievement, University of Michigan, 2002.

**Yokota, J. “Issues in Selecting Multicultural Children’s Literature.” In Opitz, M, ed. Literacy Instruction for Culturally and Linguistically Diverse Students. Newark, Del.: International Reading Association, 1998.

Related Research

Brisk, Maria. Bilingual Education: From Compensatory to Quality Schooling. Mahwah, N.J.: Laurence Erlbaum Assoc., 1998.

Garcia, E. E. “Attributes of Effective Schools for Language Minority students.” Education and Urban Society, 20 (1988): 387-398.

Goldenberg, C. “The Education of Language-Minority Students: Where Are We, and Where Do We Need To Go?” Elementary School Journal, 96 (1996): 353-361.

Moll, L. “Turning to the World: Bilingual Schooling, Literacy, and the Cultural Mediation of Thinking.” National Reading Conference Yearbook 47 (1998): 59-75.

Classroom Excerpts Used in The Video

Classrooms shown in the video session are from Teaching Reading K-2: A Library of Classroom Practices.

Building Oral Language with Cindy Wilson

Becoming Readers and Writers with Sheila Owen

Staying on Topic with Martha Duran-Contreras

Series Directory

Teaching Reading: K-2 Workshop

Credits

Produced by WGBH Educational Foundation. 2003.
  • Closed Captioning
  • ISBN: 1-57680-681-2

Workshops