Chapter 7
Language and Literacy Development
for English Learners
Chapter 7 tells us about Language and Literacy Development for English Learners. More and more we are seeing English learners all across the U.S. “The number of certified ESL teachers does not meet the demand of increasing numbers of language minority students in public schools” (p. 140). This puts a lot of pressure on a classroom teacher. This chapter goes on to explain that students who can read and write in their first language it then will make it easier for that student to adjust to school. A research study was done by Goldenberg (2008) that teachers can support language minority students by following high-quality literacy instruction for English Learners, intensive small group intervention based on reading assessments, high-quality vocabulary, at least ninety minutes a week of instruction activities, predictable and consistent classroom management routines, graphic organizers, additional time, extra practice in reading words, targeting both content and English language objectives in every lesson, and beginning in the primary grades, development of academic language.
Sheltered instruction was talked about in this chapter. For many years sheltered instruction has been used in ESL and bilingual education. The SIOP, according to Short (2008), was designed to assist teachers, supervisors, peer coaches, and others in creating and evaluating sheltered content.
Another topic in this chapter is The Role of the Reading Specialist and Literacy Coach in Supporting Programs or English Learners. It explains how in larger schools districts it is highly likely that a literacy specialist or coach would work or develop bilingual programs, but they may be expected to assist implementing effective sheltered content classes. In smaller school districts when a single non-English speaking family relocates to the community, the reading specialist is often assigned to work with that student. It also goes further to say it is necessary for the reading specialist to work with teachers, administrators, and special educators to assess the language proficiency and literacy of English learners.
The ABC’s of Cultural Understanding and Community is research and practice demonstrate that strong, home, school and community connection. There are 5 steps to the ABC’s of Cultural Understanding and Community:
Step 1 Autobiography- know thyself,
Step 2 Biography- interviews of a person who is culturally different.
Step 3 Cross-Cultural- analysis and appreciation of differences,
Step 4 Self-Analysis- differences is a key component of the process, and
Step 5 Home-School-Community Connection- plan for literacy development.
Then the teachers must design lesson plans for culturally responsive instruction. They should make connections with student’s background, interests, and experiences. These should include:
1. High Expectations: Teacher support students as the develop literacy.
2. Positive Relationships with Families and Communities are factored into curriculum content and relationship.
3. Cultural Sensitivity: The curriculum is made up for culturally valued knowledge connecting with standards-based curriculum.
4. Active Teaching models: Students are involved in many varieties of reading, writings, listening, and speaking.
5. Teacher as Facilitator: Teacher presents information briefly and working with small groups.
6. Student Control of Portions of the Lesson: Students speaking at conversational levels about topic studied.
7. Instruction with Groups and Pairs: To lower students anxiety when students complete assignments.
The book suggests that when teachers were asked to define culturally responsive teaching they provided this list: Participating in self awareness and cross-cultural analyses exercises, talking frequently with family members, sharing experiences from family lives, learning about community resources, asking for help about community resources, sharing information for the child’s education, encouraging family involvement, creating lessons that include reading, writing, listening and speaking (p152).
Sheltered instruction was talked about in this chapter. For many years sheltered instruction has been used in ESL and bilingual education. The SIOP, according to Short (2008), was designed to assist teachers, supervisors, peer coaches, and others in creating and evaluating sheltered content.
Another topic in this chapter is The Role of the Reading Specialist and Literacy Coach in Supporting Programs or English Learners. It explains how in larger schools districts it is highly likely that a literacy specialist or coach would work or develop bilingual programs, but they may be expected to assist implementing effective sheltered content classes. In smaller school districts when a single non-English speaking family relocates to the community, the reading specialist is often assigned to work with that student. It also goes further to say it is necessary for the reading specialist to work with teachers, administrators, and special educators to assess the language proficiency and literacy of English learners.
The ABC’s of Cultural Understanding and Community is research and practice demonstrate that strong, home, school and community connection. There are 5 steps to the ABC’s of Cultural Understanding and Community:
Step 1 Autobiography- know thyself,
Step 2 Biography- interviews of a person who is culturally different.
Step 3 Cross-Cultural- analysis and appreciation of differences,
Step 4 Self-Analysis- differences is a key component of the process, and
Step 5 Home-School-Community Connection- plan for literacy development.
Then the teachers must design lesson plans for culturally responsive instruction. They should make connections with student’s background, interests, and experiences. These should include:
1. High Expectations: Teacher support students as the develop literacy.
2. Positive Relationships with Families and Communities are factored into curriculum content and relationship.
3. Cultural Sensitivity: The curriculum is made up for culturally valued knowledge connecting with standards-based curriculum.
4. Active Teaching models: Students are involved in many varieties of reading, writings, listening, and speaking.
5. Teacher as Facilitator: Teacher presents information briefly and working with small groups.
6. Student Control of Portions of the Lesson: Students speaking at conversational levels about topic studied.
7. Instruction with Groups and Pairs: To lower students anxiety when students complete assignments.
The book suggests that when teachers were asked to define culturally responsive teaching they provided this list: Participating in self awareness and cross-cultural analyses exercises, talking frequently with family members, sharing experiences from family lives, learning about community resources, asking for help about community resources, sharing information for the child’s education, encouraging family involvement, creating lessons that include reading, writing, listening and speaking (p152).