Building Literacy with Multilingual Learners : Insights from Linguistics, 3e

Cover
Half Title Page
Title Page
Copyright
About the Authors
Preface
Acknowledgments
Contents
Guide to Pronunciation in This Book
1. Big Ideas and Research That Guide the Profession
The Right to a Home Language
The Right to Literacy
The Language-Based Theory of Learning
About Our Choices of Words and Abbreviations
Universals and Specifics of Language and Literacy
Two Developing Systems and the Syndrome of Success
English as a New Language: Four Expanded Domains and the Fifth Domain
Language-Centered Factors Influencing Second-Language Acquisition
Nonlinguistic Influences on SLA
Instructional Models for Language Teaching and Learning
Vygotsky’s Influence on Second-Language Learning
Challenging the Deficit View
Research into Effective Teaching Strategies for ELLs
How Does This Look in the Classroom?
Questions for Further Study
Appendix 1.1. Lesson Planning to Include the Five Domains and Three Functions of Language Learning
2. First-Language Influence in Second-Language Acquisition
Language as an Innate Human Endowment
The Contrastive Analysis Hypothesis
The Interdependence Hypothesis
Sociocultural Theory and SFL
L2 Reading Models
Language Distance or Linguistic Proximity
The Problem with "Transfer"
Cross-Linguistic Influence
Examples of PCI
Non-Effects
Metalinguistic Awareness Facilitates the Study of New Languages
Bottom-Up and Top-Down Skills
Hypotheses about SLA Literacy
Performance Definitions for ELLs
How Does This Look in the Classroom?
Questions for Further Study
Appendix 2.1. Performance Definitions for the Levels of English Language Proficiency
3. ELL Oracy: Listening Comprehension and Oral Language Development
Listening Comprehension in English as a New Language
The Active Nature of Listening Comprehension
Oral Proficiency in English as a New Language
How Does This Look in the Classroom?
Questions for Further Study
4. Learning to Read, Write, and Spell Words in English as a New Language
How Word Recognition Occurs in English
Probabilistic Reasoning for Reading
Major Kinds of Writing Systems
How Does This Look in the Classroom?
Questions for Further Study
5. Visual Literacy and Language Growth
Understanding Visual Literacy Concepts
How Does This Look in the Classroom?
Questions for Further Study
6. Using Morphemes to Learn Vocabulary
Morphemes: The Building Blocks of Words
Morphemes: Hard to Spell, Pronounce, and Recognize
Morphemes through Different Lenses
Two Major Categories of English Morphemes
Morpheme Study in the Classroom
How Does This Look in the Classroom?
Questions for Further Study
Appendix 6.1. The 50 Most Common American English Words
Appendix 6.2. Common Morphemes from Content-Area Vocabulary
Appendix 6.3. The Compound Noun Game
7. Word Formation Processes, Cognates, and Collocations
Vocabulary: The Bottom Line for Reading in Any Language
English: A Richly Generative Language
Nyms, Glorious Nyms: Four Bonus Word Formation Types
Using Cognates
Beware of Three Common Misunderstandings
Collocations: Phrasal Verbs, Idioms, and Listemes
How Does This Look in the Classroom?
Questions for Further Study
Answer Key for Figure 7.2
Appendix 7.1. Selected False Cognates between English and Spanish
Appendix 7.2. More English and Spanish Words from Latin Roots
8. "The Same, but Different": Reading Fluency in English as a New Language
A Working Definition of Fluency
Automaticity Theory
Oral Reading Fluency as a Proxy for Reading Comprehension
Prosody as an Additional Measure
ELLs and Fluency Research
Fluency Instruction
Successful Fluency Instruction for ELLs
How Does This Look in the Classroom?
Questions for Further Study
Appendix 8.1. Sample Text for Oral Reading
Appendix 8.2. Three Ways to Mark Text for Oral Reading
Appendix 8.3. Score Chart for Repeated Readings of a Single Passage
9. Achieving Comprehension in L2 English Reading
Comprehending Connected Text in a New Language Is Hard!
The Threshold Theory and Reading Strategies
Word-Learning Strategies
Phrase- and Sentence-Level Reading Strategies
Paragraph- and Discourse-Level Reading Strategies
Metacognitive Strategies
Digital Reading Programs and Websites
Extensive Reading Develops All of the Comprehension Strategies
How Does This Look in the Classroom?
Questions for Further Study
Appendix 9.1. Four Useful Graphic Organizers for ELLs
10. Writing to Learn in English across the Curriculum
Interactions between Reading and Writing
Written Language: Not Just Frozen Speech!
Writing as a Thinking Process
Writing Workshop and ELLs
Guidance from the English Language Proficiency Standards
Translanguaging in Dual-Language and Bilingual Classrooms
A Way to Classify School Writing Tasks
Mistakes and Errors in ELL Writing
Who’s Afraid of Spelling?
Handwriting: Still Important, but Not Paramount
Practical Writing Needs for ELLs
Many Genres to Try, Including New Ones
How Does This Look in the Classroom?
Questions for Further Study
Appendix 10.1. Writing Rubric of the WIDA Consortium Grades 1–12
11. Multilingual Learners in the Multimodal Classroom
New Aspects to Comprehensible Input
AI, Natural Language Processing, and Corpus Linguistics
ChatGPT and Other AI Chatbots
What We Know about Screen-Based Reading
Strategies for Reading Online
Web-Based Resources
The Autonomous Learner
Video Gaming
The Right to Internet Connectivity
"Just Because" Technology? No!
Teaching with Empathy, Presence, and Efficacy
How Does This Look in the Classroom?
Questions for Further Study
Appendix 11.1, Part I. Technology Terms Reflecting English Word Formation
Appendix 11.1, Part II. Answer Key
Glossary
References
Index