1. English Language Learners: How Do They Acquire Literacy Skills? Andrea Honigsfeld, Ed.D. ahonigsfeld@molloy.edu Molloy College

2. Reading is a multifaceted skill, gradually acquired over years of instruction and practice. The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic Skilled Reading- fluent coordination of word reading and comprehension processes Source: Neuman, Susan B. and Dickinson, David K., “Handbook of Early Literacy Research”

3. Children with reading difficulties Children from diverse backgrounds Children from low-income backgrounds Lesaux (2006)

4. What do teachers need to work effectively with ELLs? (Rojas, 2001) SLA Cultural Sensitivity and Empathy Strategies and techniques

5. Krashen's Theories of Second Language Acquisition Natural order hypothesis Input hypothesis Affective filter hypothesis

6. STAGEAppropriate Expectations PreproductionNodding, pointing, TPR Early Production One or two word responses Speech Emergence Phrases or short sentences Intermediate Fluency Longer sentences, fewer grammatical mistakes Stages of Second Language Acquisition

7. Cummins’ Theories of Second Language Acquisition BICS vs CALP Takes up to 2 years Face-to-face communication Survival English Playground language Takes 5-7 years Specific vocabulary Complex sentence structure Higher level thinking skills School language

8. Factors resulting in individual variances Motivation (Extrinsic and Intrinsic) First Language Development Prior Schooling Language Distance and Attitude Access to the Target Language Age Personality and Learning Style Peers and Role Models Quality of Instruction Cultural Background Others Adapted from Using the SIOP Model (2002). Center for Applied Linguistics.

9. Normal processes of second- language acquisition Language Interference or Transfer Silent Period Code-switching Language Loss Dysfluency (associated with lack of vocabulary, word finding difficulties and/or anxiety) Fossilization

10. Four Corners Activity Good teaching is good teaching. Agree, Strongly Agree, Disagree, Strongly Disagree Literacy instruction for ELLs should mirror literacy instruction for native English speakers: Agree, Strongly Agree, Disagree, Strongly Disagree

11. Essential Components of Reading National Reading Panel: Phonemic Awareness Phonics Fluency Vocabulary development Text comprehension http://www.nifl.gov/partnershipforreading/publications/reading_first1.html

12. A Cautionary Tale What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo (2007)

13. CAUTION: Phonological Awareness for ELLs 1. ELLs cannot develop phonological awareness in English until they are familiar with the sounds of English. 2. Once explicit instruction has begun, modifications must be made to allow for more practice with sounds that can potentially cause confusion.

14. CAUTION: Phonics for ELLs 1. ELLs often have difficulty discriminating between similar sounds because the English language does not have a regular system of correspondence between letters and sounds. 2. Advanced decoding skills may develop, while reading comprehension will not if students' oral language proficiency is not developed to the level of the texts they are expected to read. For this reason, reading instruction should be combined with intensive development of the oral language. 3. Practicing skills must be embedded in meaningful texts helps ensure that decoding skills don't progress beyond students' ability to comprehend the text.

15. CAUTION: Fluency for ELLs ELLs cannot achieve fluency in oral reading before they have achieved fluency in speaking. Students' own language experience stories are a very good choice, as are read-alouds that students have heard several times and discussed. ELLs' normal self-consciousness about accents and errors can affect their reading fluency, especially if they are asked to read aloud in front of the entire class. Decoding skills, fluency in oral reading, and reading comprehension interact in various ways. Effective instruction for ELLs integrates these three elements of reading (plus vocabulary learning) into the same lessons using the same text, as each element helps build and reinforce the others, producing a multiplier effect.

16. CAUTION: Vocabulary for ELLs 1. Failure to understand even a few words of a text can have negative effects on comprehension. 2. ELLs need more vocabulary instruction than their native-speaking peers. 3. ELLs need instruction in different vocabulary words than their native-speaking peers. 4. ELLs need different vocabulary teaching techniques and strategies than their native- speaking peers.

17. CAUTION: Vocabulary for ELLs What ELLs need: words that are crucial for understanding a text; words that are encountered in a wide variety of contexts; frequently used words that contain word parts (roots, prefixes, suffixes) that can help students analyze other unknown words; words with multiple meanings, whether spelled differently (homophones such as to, two, and too) or spelled the same (such as a dining room table and a multiplication table); figurative language and idiomatic expressions; academic words that indicate relationships among other words (such as because, therefore, and since to indicate cause and effect).

18. Vocabulary: What ELLs Need Avoid simply handing out lists of definitions or asking ELLs to put the words into sentences ELLs who are literate in a language should be taught to recognize cognates and use them to create meaning. The meanings of words are acquired through multiple opportunities to hear, say, read, and write the words in slightly different meaningful contexts. Explicit explanations of unknown words should include contextual support through real objects, pictures or drawings, gestures, examples, demonstrations, or experiments that accompany the verbal explanations. The use of context clues to infer meaning is not always successful with ELLs because they may not understand the context well enough to infer an accurate meaning.

19. What might beginner ELLs understand? ___________ cars are _____ __ ___ top __ ___ first ____ __ _ _____. ____ ______ _____ ___ car ___ ___ ____ __ ___ ____. ___ ______ down ___ first ____ ______ __ ______ _____ ___ ___ cars __ ___ __ ___ ____ ____ ___ __ __ _____ ___ end ___ ___ ____.

20. What Might Intermediate ELLs Understand in English? Roller-coaster cars ___ ______ __ ___ top of the first hill ___ _ _____. Then _______ moves the car for the rest of the ____. The _____ down the first hill ______ __ enough speed for the cars __ ___ __ the next hill ___ ___ __ _____ the end of the ____.

21. What Might Advanced ELLs Understand in English? Roller-coaster cars ___ pulled ___ the top of the first hill ___ a chain. Then gravity moves the car for the rest of the ride. The _____ down the first hill _____ __ enough speed ___ the cars to ___ __ the next hill and __ __ until the end of the ride.

22. CAUTION: Reading Comprehension for ELLs Asking ELLs to read the same texts and do the same activities as everybody else will only result in frustration for teachers and failure for students. Implement the curriculum at a language level that makes it accessible to ELLs, while at the same time working to develop their oral language so they will be able to comprehend texts at higher levels. Provide as much nonverbal support for reading comprehension as possible, including pictures, diagrams, real objects, gestures, acting, and graphic organizers. Explicitly teach comprehension strategies, such as reader-generated questions, summarizing, and monitoring comprehension. Teaching strategies is not enough; students must practice them with texts that are accessible at their level of language proficiency. If students don't experience successful application of the strategies, they won't even try to use them with other texts. Plan interactive activities around reading and interpreting texts.

23. CAUTION: Reading Comprehension for ELLs ELLs are more likely than native speakers to lack the background knowledge necessary for understanding texts. The language level of the text to be read, compared with ELLs' language proficiency, is a major factor in how much they will understand of the text. Even advanced ELLs will experience difficulty with unusual vocabulary, figurative language, very complex sentence structures, or unfamiliar styles and genres. For this reason, the integration of intensive language development with reading instruction is highly recommended for ELLs at all levels of language proficiency.

24. Summary of Key Issues Research on ELLs and literacy Second language acquisition and multiliteracy development Cultural, socio-economic, affective, and academic challenges ELLs face Meaning at the CENTER of all literacy instruction Differentiated instruction for all ELLs