ERIC Number: ED509975
Record Type: Non-Journal
Publication Date: 2009-Dec
Reference Count: 0
Teaching Reading to English Language Learners: Insights from Linguistics
Lems, Kristin; Miller, Leah D.; Soro, Tenena M.
Written specifically for K-12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected--linguistics and literacy--with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs' communicative skills across the content areas and in formal and informal settings. Contents include: (1) Big Ideas and Research That Guide the Profession; (2) First-Language Influence in Second-Language Acquisition; (3) ELL Oracy: Listening Comprehension and Oral Language Development; (4) Learning to Read, Write, and Spell Words in English as a New Language; (5) Using Morphemes to Learn Vocabulary; (6) Word Formation Processes, Cognates, and Collocations; (7) "The Same, but Different": Reading Fluency in English as a New Language; (8) Achieving Comprehension in L2 English Reading; and (9) Writing to Learn in English across the Curriculum.
Descriptors: Listening Comprehension, Spelling, Reading Fluency, Morphemes, Oral Language, Second Language Learning, Reading Instruction, English (Second Language), Second Language Instruction, Linguistics, Vignettes, Communication Skills, Educational Research, Vocabulary Development, Writing Across the Curriculum, Reading Comprehension
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: email@example.com; Web site: http://www.guilford.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Secondary Education
Authoring Institution: N/A