NotesFAQContact Us
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ750753
Record Type: Journal
Publication Date: 2006-Dec
Pages: 10
Abstractor: Author
Reference Count: 29
ISSN: ISSN-1081-3004
Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction, and the English-Language Learner
Palmer, Barbara C.; Shackelford, Vikki S.; Miller, Sharmane C.; Leclere, Judith T.
Journal of Adolescent & Adult Literacy, v50 n4 p258-267 Dec 2006
The authors discuss the challenges encountered by English-language learners (ELLs) as they attempt to interpret the figurative language of their new cultures. Providing ELL students with explicit instruction in interpreting figurative language--a bridge to reading comprehension--is a significant goal for teachers who design instruction for culturally and linguistically diverse populations. The article includes an account of classroom observations of Alejandro, a Spanish-speaking ELL tenth grader, as his reading teacher scaffolds his understanding of figurative expressions using explicit instructional techniques. A detailed account of this student's background is given as well as a description of the instructional strategies that were implemented. This teacher's work with Alejandro provides insight on the efficacy of direct strategy instruction in figurative-language interpretation for ELLs. In addition, the theoretical basis for figurative-language instruction is delineated. (Contains 1 table.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reading; England (Reading)