Beyond the Beginnings

by Carrasquillo, Angela; Kucer, Stephen B.; Abrams, Ruth; Baker, Colin; Hornberger, Nancy H.

• ISBN13: 9781853597503
• ISBN10: 1853597503
• Format: Hardcover
• Copyright: 2004-05-01
• Publisher: Multilingual Matters Ltd

Summary

The book addresses the curricular, instructional, and assessment needs of upper grade elementary teachers who are struggling to promote literacy development in their English language learners. These students have already been transitioned, yet struggle with the increased literacy demands in the upper grades.

Author Biography

Angela Carrasquillo is a professor at Fordham University Graduate School of Education where she is the coordinator of the TESOL Program. Her latest books include Language Minority Students in the Mainstream Classroom (with Vivian Rodriguez, Multilingual Matters, 2002), Measuring Success in Bilingual Education Programs (with J. Rodriguez, ENLACE, 1998), and The Teaching of Reading in Spanish to the Bilingual Student (with P. Segan, Lawrence Erlbaum, 1998).

Stephen B. Kucer is an association professor of language and literacy education in the Graduate School of Education at Fordham University, Lincoln Center. He is the author of Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings (Erlbaum) and co-author of Curriculum Conversations: Themes in Multilingual and Monolingual Classrooms (Stenhouse).

Ruth Abrams works for the New York City Department of Education as a teacher of English to Speakers of Other Languages. She is also on the adjunct faculty of Fordham University Graduate School of Education where she teaches courses in literacy and TESOL.

Table of Contents

Acknowledgments	viii
Introduction	ix
Organization of the Book	xii
1 English Language Learners in United States Schools	1	(17)
Introduction	2	(1)
Diversity within the English Language Learners' School Population	3	(1)
The 'Typical' ELL Student	4	(3)
Challenges of English Language Learners in Meeting School Academic Standards	7	(1)
Linguistic and Academic Demands	8	(2)
Language Assistance Programs	10	(2)
'Struggling' English Language Learners	12	(5)
Conclusion	17	(1)
2 English Literacy Development and English Language Learners: A Theoretical Overview	18	(13)
Introduction	19	(1)
The Nature of First Language Literacy and its Development	20	(3)
The Nature of Second Language Acquisition	23	(2)
Issues Involved in Planning Instruction for English Language Learners	25	(4)
Conclusion	29	(2)
3 Moving Beyond the Transition: Struggling English Literacy Learners in the Regular/Mainstream Classroom	31	(12)
Introduction	32	(1)
Varied Backgrounds, Varied Abilities, and Varied Needs	33	(2)
Monolingual and Bilingual Literacy Learners: Something Old, Something New, Something Borrowed	35	(4)
Emergent, Transitional, and Developmental Issues for English Literacy Learners	39	(1)
Literacy Demands in the Upper Elementary Grades	40	(2)
Conclusion	42	(1)
4 Instructional Writing Strategies for Struggling English Language Learners	43	(16)
Introduction	44	(1)
Mediating and Scaffolding Writing Development	45	(6)
Writing in the Disciplines: Moving Beyond Personal Experiences and Narratives	51	(2)
Helping Students Organize Text Structures	53	(3)
Helping Students Organize Text Meanings	56	(2)
Conclusion	58	(1)
5 Instructional Practices to Promote Reading Development in English Language Learners	59	(25)
Introduction	60	(1)
Instructional Frameworks to Scaffold English Language Learners' Reading Development	61	(6)
Making Use of Reading Strategies to Construct Meaning	67	(6)
Instructional Strategies to Facilitate English Language Learners' Construction of Meaning	73	(7)
Questioning that Supports Comprehension	80	(1)
Promoting Reading Fluency in ELLs	81	(2)
Using Native Language Knowledge in English Reading	83	(1)
Conclusion	83	(1)
6 English Literacy Across the Curriculum	84	(23)
Introduction	85	(1)
Integration of Language and Content	86	(3)
Social Studies: Learning Challenges and Instructional Modifications	89	(5)
Science: Learning Challenges and Instructional Modifications	94	(5)
Mathematics: Learning Challenges and Instructional Modifications	99	(7)
Conclusion	106	(1)
7 A Framework for Assessing English Literacy Among Struggling English Language Learners	107	(24)
Introduction	108	(1)
The Assessment of English Language Learners	109	(3)
Assessment of Literacy for Instructional Purposes	112	(2)
A Profile of ELLs' English Language Proficiency and Development	114	(1)
Assessing ELLs' Academic Oral Language Development	115	(3)
Assessing Reading Development and Proficiency	118	(3)
Assessing Academic Writing Development and Proficiency	121	(2)
Monitoring Writing Progress Through a Portfolio	123	(2)
Using Standardized Test Data to Inform Instruction	125	(1)
Factors to Consider in Evaluating ELLs Achievement Through Standardized Assessment	126	(4)
Conclusion	130	(1)
8 Developing Collaborative Literacy Relationships with Parents	131	(17)
Parents' Influence on Children's Literacy Development and Achievement	133	(3)
Parents' Barriers to Effective School Involvement	136	(2)
Strategies for Parents' Involvement in Their Children's Education	138	(6)
Improving Parents' Involvement Through Family Literacy Programs	144	(2)
Conclusion	146	(2)
Resources for Teachers of ELL Students	148	(2)
References	150	(6)
Index	156