ERIC Number: ED556105
Record Type: Non-Journal
Publication Date: 2006
Reference Count: N/A
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth
August, Diane, Ed.; Shanahan, Timothy, Ed.
Routledge, Taylor & Francis Group
This volume reports the findings of the National Literacy Panel on Language-Minority Children and Youth. The formal charge to the panel--a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education--was to identify, assess, and synthesize research on the education of language-minority children and youth with respect to their attainment of literacy. Funding for the project was provided to the Center for Applied Linguistics and SRI International by the U.S. Department of Education's Institute of Education Sciences and the Office of English Language Acquisition, with additional funding from the National Institute of Child Health and Human Development provided through the U.S. Department of Education. The authors review the state of knowledge on the development of literacy in language-minority children and youth, organized around five specific themes: (1) Development of Literacy in Second-Language Learners; (2) Cross-linguistic Relationships in Second-Language Learners; (3) Sociocultural Contexts and Literacy Development; (4) Educating Language-Minority Students: Instruction and Professional Development; and (5) Student Assessment. Each part begins with a synthesis chapter that spells out the research questions for the chapters in that part, provides background information, describes the methodology used, summarizes the empirical findings reported, addresses methodological issues, and makes recommendations for future research. The following chapters provide more detail on the individual studies reviewed for specific research questions. The volume includes two opening chapters, "Introduction and Methodology" and "Demographic Overview"; a closing chapter that summarizes the report, identifies cross-cutting themes, and makes recommendations for future research; and a CD-ROM providing a searchable database of research references. The audiences for this volume include researchers interested in the development of literacy in language-minority children and youth as well as those studying literacy more generally, and those concerned with improving the education of this population of students. The following contents are included in this book: A Foreword (P. McCardle), Preface: Introduction to the Volume (D. August and T. Shanahan), and an Introduction and Methodology (D. August). The Demographic Overview of the book includes: Part I: "Development of Literacy in Second-Language Learners": (1) Synthesis: Development of Literacy in Language-Minority Students (N. Lesaux and E. Geva); (2) Development of Literacy (N. Lesaux, with K. Koda, L.S. Siegel and T. Shanahan); and (3) Second-Language Oral Proficiency and Second-Language Literacy (E. Geva). Part II: "Cross-Linguistic Relationships in Second-Language Learners": (1) Synthesis: Cross-Linguistic Relationships (F. Genesee, E. Geva, C. Dressler and M.L. Kamil); (2) Cross-Linguistic Relationships in Working Memory, Phonological Processes, and Oral Language (F. Genesee and E. Geva); (3) First-Language Oral Proficiency and Second-Language Literacy (E. Geva and F. Genesee); and (4) First-and Second-Language Literacy (C. Dressler, with M.L. Kamil). Part III: "Sociocultural Contexts and Literacy Development": (1) Synthesis: Sociocultural Contexts and Literacy Development (C. Goldenberg, R. S. Rueda and D. August); (2) Social and Cultural Influences on the Literacy Attainment of Language-Minority Children and Youth (C. Goldenberg, R. S. Rueda and D. August); and (3) The Social and Cultural Context in Which Children Acquire Literacy (R. S. Rueda, D. August and C. Goldenberg). Part IV: "Educating Language-Minority Students: Instructional Approaches and Professional Development": (1) Synthesis: Instruction and Professional Development (D. August and T. Shanahan); (2) Language of Instruction (D. J. Francis, N. Lesaux and D. August); (3) Effective Literacy Teaching for English-Language Learners (T. Shanahan and I. L. Beck); (4) Qualitative Studies of Classroom and School Practices (D. August, with F. Erickson); (5) Literacy Instruction for Language-Minority Children in Special Education Settings (D. August, with L. S. Siegel); and (6) Teacher Beliefs and Professional Development (D. August and M. Calderón). Part V: "Student Assessment": (1) Synthesis: Language and Literacy Assessment (G.E. García, G. McKoon and D. August); and (2) Language and Literacy Assessment of Language-Minority Students (G.E. García and G. McKoon). Part VI: "Cross-Cutting Themes and Future Research Directions": Cross-Cutting Themes and Future Research Directions (C. Snow). Biographical sketches are included. Individual sections contain references.
Descriptors: Literacy Education, Second Language Learning, English Language Learners, Bilingualism, Social Influences, Cultural Influences, Teaching Methods, Faculty Development, Student Evaluation, Evaluation Methods, Code Switching (Language), Minority Group Students
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: email@example.com; Web site: http://www.routledge.com
Publication Type: Reports - Descriptive; Books
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED558163