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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 - Location: United Kingdom (Reading)