Language and Literacy Research with English Language Learners: Connections Between Research and Practice

2008 ◽  
Author(s):  
Mariela Paez ◽  
Patton O. Tabors ◽  
Lisa M. Lopez ◽  
Carol Scheffner Hammer ◽  
Dina C. Castro
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language And Literacy ◽  
Research And Practice ◽  
Literacy Research

scholarly journals Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

2009 ◽  
Vol 26 (2) ◽  
pp. 24 ◽  
Author(s):  
Hetty Roessingh ◽  
Susan Elgie
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Time Series Data ◽  
Series Data ◽  
Language And Literacy ◽  
Early Language ◽  
Language And Literacy Development

This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

scholarly journals Examining Differential Effects of a Family Literacy Program on Language and Literacy Growth of English Language Learners With Varying Vocabularies

2014 ◽  
Vol 46 (3) ◽  
pp. 383-415 ◽  
Author(s):  
Lisa M. O’Brien ◽  
Jeanne R. Paratore ◽  
Christine M. Leighton ◽  
Christina M. Cassano ◽  
Barbara Krol-Sinclair ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Family Literacy ◽  
English Language ◽  
Literacy Program ◽  
Language And Literacy ◽  
Differential Effects ◽  
Family Literacy Program

Supporting vocabulary development in a culturally/linguistically diverse family

2021 ◽  
pp. 146879842199553
Author(s):  
Ann Anderson ◽  
Jim Anderson
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Development ◽  
Adult Child ◽  
Linguistically Diverse ◽  
Literacy Learning ◽  
Book Reading ◽  
Language And Literacy ◽  
Vulnerable Communities

Educators and researchers consider vocabulary development foundational in young children’s language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as “vulnerable”, attended to words and their meanings in two shared reading sessions. Results indicate the father enacted a number of strategies including: verbal explanations; providing verbal explanations and pointing to the relevant illustration; referencing the child’s previous experiences; and using demonstration and gesture. The findings challenge some of the assumptions about immigrant families and families living in “vulnerable” communities, as well as the role of fathers in young children’s language and literacy development.

Magnifying English Language Learners' Success Through Culturally Relevant Teaching and Learning Frameworks

2019 ◽  
pp. 316-332
Author(s):  
Isela Almaguer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mexican American ◽  
Teaching And Learning ◽  
English Language ◽  
Culturally Relevant ◽  
Language And Literacy ◽  
Hawaiian Culture ◽  
Linguistic Proficiency ◽  
Authentic Language

There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging pedagogy that actively involves them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further support them as global scholars. As such, parallels exist in literacy development across diverse people and cultures, specifically the Mexican American culture and the Native Hawaiian culture.

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