Chapter 4 Effective English Literacy Instruction for English Learners Diane August & Timothy Shanahan

 Information on four components of literacy development  Presentations on each of the eight guidelines for teaching literacy to English learners

Linguistic Challenges for Adolescent English Learners Diversity of Adolescent English Learners Rationale for instructed ELD Common Student Placements & shortcomings A Model for Explicit Language Instruction

Primary Source: The National Literacy Panel for Language Minority Children and Youth (August & Shanahan 2006) Chapter is based on the most up-to-date, comprehensive review of the best studies on teaching literacy to ELs.

 Literacy learning for language minority children ages 3 – 18  Time span: 1980 – 2002 (National Literacy Panel), (for this chapter)  83 studies included in the review  Dissertations and Technical Reports  Reviews of Instructional Methodology  had to report research (e.g., systematic data analysis)  design was experimental or quasi-experimental  published in peer-reviewed journal

Literacy development requires the acquisition of  word-level skills (those involved in word-reading and spelling)  text-level skills (those involved in comprehension and writing). “Ultimately, the goal of literacy instruction is to build students’ comprehension and writing skills.” (p. 211)

Although some ELs may progress at slower rates than native speakers, their growth in literacy generally follows s_______ developmental paths. –Word-reading (phonological awareness, decoding) –Spelling (orthographic knowledge) Reading comprehension development of ELs compared to native-speaking peers indicated that the performance of ELs falls w___ b____ that of their native-speaking peers.

1. Role of First-Language Literacy 2. Role of English-Language Literacy 3. Sociocultural Context 4. Social vs. Academic Language

Many factors influence cross-language relationships L 1 Literacy experience Similarities of L 1 and L 2 (language and writing systems) Language proficiency  Cross-language relationships: Word reading Spelling (positive and negative) Vocabulary (positive and negative [embarrass & embarazar]) Reading comprehension (significant correlation L1 to L2) Reading strategies Writing skills

Language minority students receiving instruction in both their native language and English did better on English reading measures than language-minority students instructed only in English. …reading programs that used only English to teach ELs to read in English are showing promising results, suggesting that if children receive good instruction with appropriate scaffolding, they can successfully master word-level reading skills in English.

 Phonological processing skills in English were much better predictors of word- reading than was oral language proficiency in either the native language or English. Phonological awareness Rapid letter naming Phonological memory

 …oral English proficiency and the skills that allow accurate and effortless recognition of printed words are essential factors in  comprehension development.

1. What information about the role of first- language literacy did you find reaffirming or interesting? 2. What information about the role of English- language proficiency did you find reaffirming or interesting?

◦ A meta-analysis of studies found bilingual programs were significantly better than English-only programs in developing English literacy skills. (Note: Moderate average effect size) ◦ Programs incorporating culturally appropriate curriculum resulted in h_____ levels of e__________.

It is most accurate to characterize the difference between academic language and social language as differences in the relative frequency of complex grammatical structures, specialized vocabulary, and uncommon language functions. Social and academic language may both contain complex linguistic responses. No direct research was found on the notion that  “Some ELs have problems developing academic language.”

Consider the four components of literacy development: role of first-language literacy, role of English-language literacy, sociocultural context, and social vs. academic language. Which one/s currently have the most impact, positively or negatively, on the acquisition of literacy of the ELs in your district/school? How could you address it/them in the future?

1. Effective instruction for ELs emphasizes essential components of literacy (pp ) 2. Effective instruction for ELs is similar to effective instruction for native speakers (pp ) 3. Effective literacy curriculum and instruction for ELs must be adjusted to meet their needs (pp ) 4. Effective literacy instruction for ELs is comprehensible and multidimensional (pp ) 5. Effective literacy instruction for ELs develops oral proficiency (pp ) 6. Effective literacy instruction for ELs is differentiated (pp ) 7. Effective literacy instruction for ELs requires well-prepared teachers (pp ) 8. Effective literacy instruction for ELs is respectful of the home language (pp )

 Review the information about the guideline assigned to each person in your group.  Using the work sheet, each person is to list 2-4 key points. Feel free to add quotes, sketches, etc.  Discuss the possible implications of the guideline related to your school/district.  Be ready to share with the entire table group.

“…we hope the guidelines will be useful to practitioners as they grapple with the everyday challenge of educating English learners, to policymakers as they endeavor to create contexts in which effective instruction can occur, and to researchers attempting to build on previous research.” August & Shanahan