Research-Based Best Practices in L2 Literacy Developing Reading Comprehension Skills for English Language Learners

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Research-Based Best Practices in L2 Literacy
Developing Reading Comprehension Skills for English Language Learners

Infiernito Finca Escuela
Honduras (2009)

EDUC 5465
Introduction to ESL/Bilingual and Special Education

Written by: Mia Ariela Allen
May 2010

Research-Based Best Practices in L2 Literacy
Developing Reading Comprehension Skills for English Language Learners

Research guiding questions:
* How should classroom reading instruction practices best meet the needs of culturally and linguistically diverse students? * Is there a need for unique pedagogy to meet the literacy development needs of culturally and linguistically diverse students? * Can the framework of Read Recovery be applied to inform classroom literacy instruction for second language learners? * How can theme-based learning be utilized to solidify reading comprehension skills across the curriculum? * How can literacy work stations provide intentional practice for culturally linguistically diverse students? * How can self-directed learning strategies influence culturally and linguistically diverse students interaction with literacy curriculum.

Outline
Introduction:
Historical perspective of English Language Learners and how to best meet their needs in American schools

Guiding Principles of Reading Recovery

Benefits of Organizing Curriculum around Big Question Themes Thematic Based Learning Opportunities in both L1 and L2

Literacy Work Stations-
Opportunities for English Language Learners to work with guided concepts

Thinking about Thinking
Offering English Language Learners opportunities to guide their own growth.

Conclusion

Research-Based Best Practices in L2 Literacy
Developing Reading Comprehension Skills for English Language Learners

Abstract
The challenges of helping English Language Learners succeed academically is profound. Culturally and linguistically diverse students need to develop academic English language skills simultaneously while learning specific content knowledge. Often culturally and linguistically diverse students are quickly placed in to mainstream content classrooms without specific help or support provided for the student or the general education teacher. All teachers are ultimately a teacher of language; whether it is the language of biology, history, social studies, math or art. Content classrooms must provide opportunities for English Language Learners to expand language skills in addition to content specific skills. Utilizing the sound literacy practices developed in the highly researched Reading Recovery, should be considered as important components of all quality literacy instruction. In addition, the practice of utilizing theme-based instruction for students to build quality vocabulary and understanding of key grade-level specific concepts across the curriculum. The use of literacy work stations, outlined in the work of Debbie Diller should also be an explored component of quality literacy instruction for the culturally and linguistically diverse student. It is estimated that approximately 5 million immigrant children now attend America’s schools. More than 90 percent of recent immigrants come from non-English speaking countries. This group of students represents that fastest growing segment of our student population. “According to the 2000 U. S. Census report, one in five school-aged children in the United States is a nonnative English speaker” or an English Language Learner (Bernhardt, 112). These statistics have a significant impact on teaching practices and methodologies used in the classroom. The challenges of helping English Language Learners succeed academically is profound. Culturally and linguistically diverse students need to develop academic English language skills along with specific content knowledge. Often culturally and linguistically diverse students are quickly placed in to mainstream content classrooms, without specific...
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