Beyond the Beginnings: Literacy Interventions for Upper by Angela L Carrasquillo

By Angela L Carrasquillo

The publication addresses the curricular, educational, and evaluation wishes of higher grade effortless academics who're suffering to advertise literacy improvement of their English language freshmen. those scholars have already been transitioned, but fight with the elevated literacy calls for within the top grades.

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Additional resources for Beyond the Beginnings: Literacy Interventions for Upper Elementary English Language Learners (Bilingual Education and Bilingualism, 46)

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However, no child is an empty vessel waiting to filled by the classroom teacher. 44 Carrasquillo 2nd proof, Wordworks 0870 740 7725 11 March 2004 22:06:12 Color profile: Disabled Composite Default screen MOVING BEYOND THE TRANSITION 37 Not only must teachers acknowledge the experience these students bring to the classroom, but they must encourage students to use it (Garcia, 2000). Frequently, because the language and the culture of the school may conflict with the language and culture of their homes, ELLs are hesitant to draw upon their experiences.

1 Similarities and differences between monolingual and transitioned English literacy learners. Monolingual English literacy learners Transitioned English literacy learners Knowledge of and experiences with the world. Conceptual knowledge may be strongly linked to the home language and to a much lesser degree to English. Fewer experiences using spoken and written English in school contexts. Developing knowledge of spoken and written English. Fewer experiences using spoken and written English in such disciplines as the sciences and social sciences.

She also thinks that the best way for her students to gain proficiency in English is to be exposed to language use in meaningful situations. 36 Carrasquillo 2nd proof, Wordworks 0870 740 7725 11 March 2004 22:06:11 Color profile: Disabled Composite Default screen A THEORETICAL OVERVIEW 29 The two scenarios presented here illustrate the debate among those who are responsible for providing instruction for ELLs in the mainstream classroom. As we saw in the first scenario, Ms Allen viewed the ELL students as needing to increase their English oral proficiency before engaging in English literacy learning tasks that would foster making meaning from text.

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