Reading Development of Nonnative Speakers of English Prepared by ERIC Clearinghouse on Languages and Linguistics PDF Download

Author: John G. Barnitz
Publisher:
ISBN: 9780155993150
Category :
Languages : en
Pages : 226

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Author: John G. Barnitz
Publisher: Prentice Hall
ISBN: 9780137548057
Category : English language
Languages : en
Pages : 115

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A state of the art report on the development of native and second language reading skills in nonnative English speakers begins with a review of the reading process and the relationship of language to the reading process. The second chapter reviews various levels of language and relates them to reading and learning to read a first and second language. Two questions are addressed: (1) to what extent do language proficiency or language differences affect reading and learning to read a second language? and (2) what principles and methods are useful in facilitating the nonnative speaker's acquisition of English literacy? First and second language reading research is examined and compared, and teaching strategies and techniques are reviewed. Finally, some related issues in applied linguistics and second language literacy are discussed, including (1) the relationship of orthographies, bilingualism, and reading; (2) initial literacy in the native vs. the second language; (3) similarities and differences in learning to read in different languages; and (4) needs in teacher education programs concering language differences and reading. Suggestions for further reading, a list of organizational resources, and a bibliography are included. (MSE)

Author: John G. Barnitz
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 0

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328

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Author: Raymond J. Rodrigues
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 60

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Author: Elaine Kolker Horwitz
Publisher: Castledown Publishers
ISBN: 0648184412
Category : Education
Languages : en
Pages : 312

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- How do I plan a lesson? - How will I know if my students are learning? - How do I teach language while also teaching content material? - How do I effectively use technology in language teaching? - How can I ensure the academic success of my students? - How can I help my students have more contact with the new language? These are the practical questions language and mainstream teachers struggle with as they enter today’s diverse classrooms in an era when they must focus not only on their everyday teaching, but also on students’ second language development. The answers to these questions and more are here, in this much-needed, comprehensive, practical guide to language teaching in second foreign, and content-based settings. In a warm, supportive tone, respected author and experienced language teacher Elaine K. Horwitz clearly explains the fundamental concepts of second language acquisition and language teaching, using actual classroom situations that help students learn to make instructional decisions in their own future teaching settings. Unique among other methods texts that emphasize language for communication purposes only, Becoming a Language Teacher also focuses on language for academic needs, while addressing the latest trends in language teaching as well as effective approaches for teaching language in content classes. The perfect choice for ESL and Foreign Language methods courses, this guide helps teachers develop a personal approach to language teaching, suited to their own unique teaching situations. Major additions to the text are related to socio-cultural approaches to second language acquisition and teaching. The Second Edition also includes: - Expanded coverage of language development and content teaching - Coverage of The Output Hypothesis, Sociocultural Theories of SLA, the SIOP Method and the CALLA Approach - Publication of the long-awaited revision of the Beliefs about Language Learning Inventory, BALLI - An Assessment for Learning approach to student testing added to Chapter 8 - Suggestions for using new technologies and digital media incorporated throughout - Added explanations of Emergent Bilingual, Heritage Learners, Dual Language programs, World Languages, Sheltered English, Newcomer Centers, Self-Access Language Learning Centers, Willingness to Communicate, and Language Learner Autonomy

Author: Michael F. Opitz
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 410

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Addressing issues arising from increasing student diversity, this book brings together articles from "The Reading Teacher,""Journal of Reading," and "Language Arts" which offer teaching strategies, ways to capitalize on differences, and ways to use multicultural literature. Each section includes introductions by well-known literacy professionals and at the end is an annotated bibliography of over 100 multicultural children's books with a chart showing themes in each book. Part 1 (Awareness and Attitudes toward Literacy) includes 5 articles: "A Good Place To Begin: Examining Our Personal Perspectives" (Dawn Abt-Perkins and Mary Louise Gomez); "Johnny Can't Talk, Either: The Perpetuation of the Deficit Theory in Classrooms" (Rebecca G. Powell (Eller)); "Transforming Deficit Myths about Learning, Language, and Culture" (Barbara Flores, Patricia Tefft Cousin, and Esteban Diaz); "Cultural Attitudes toward Reading: Implications for Teachers of ESL/Bilingual Readers" (Mary Lee Field and Jo Ann Aebersold); and "Literacy Learning from a Multicultural Perspective" (Jim Anderson and Lee Gunderson). Part 2 (Principles of Instruction) includes 6 articles: "Acceptance and Caring Are at the Heart of Engaging Classroom Diversity" (Lindy L. Twiss); "Seven Strategies To Support a Culturally Responsive Pedagogy" (Francesina R. Jackson); "Discourse Diversity: Principles for Authentic Talk and Literacy Instruction" (John G. Barnitz); "Educating African American Learners At Risk: Finding a Better Way" (Dorothy S. Strickland); "Helping the Nonnative English Speaker with Reading" (Christine Sutton); and "Getting Meaning from Print: Four Navajo Students" (Diane M. DuBois). Part 3 (Enhancing Reading Comprehension) includes 9 articles: "Cross-Cultural Schemata and Reading Comprehension Instruction" (Billie V. Andersson and John G. Barnitz); "Using the Experience-Text-Relationship Method with Minority Children" (Kathryn Hu-Pei Au); "Negotiating Interpretations of Text: The Role of Student-Le.

Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1110

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Author: Alec Lapidus
Publisher: Rowman & Littlefield
ISBN: 1793614288
Category : Education
Languages : en
Pages : 207

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Second Language Cultural Negotiation and Visual Literacy looks at the theory behind cultural learning at the intersection of culture, visuals, and emotions and offers a theoretical and practical foundation upon which teachers can build. Bringing to light theoretical work from multilingual sources, this book illuminates the process of second language cultural negotiation as subjective, affective, and reliant on imagination and applies this theoretical basis to using comics inside and outside the classroom. It re-examines the popular Vygotskian concept of meaning making in the Zone of Proximal Development and identifies sequential art as a unique and legitimate academic medium that can enable cultural negotiation in a diverse and increasingly globalized society. This book explores the mechanism employed by English language learners reading comics to make meaning. Lapidus establishes interdisciplinary research as a valuable form of research and draws upon the concept of multiliteracies to illuminate the multimodal nature of meaning making. Presenting theory and its practical ramifications, this book will be of interest to undergraduate and graduate students, language teachers, and anyone who enjoys exploring the way humans learn.

Author: Joan P. Gipe
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 486

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Multiple Paths to Literacy approaches reading assessment and learning from a multiple-intelligences perspective. This perspective helps teachers understand students' varied strengths, needs, and learning styles and provides teachers with analytical techniques for helping all students learn more effectively.