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1、Lessons Learned about the Literacy Instruction of English Language Learners from Several Research Studies,Georgia Earnest Garca University of Illinois Urbana-Champaign International Research Association, May 2005,Purpose To aggregate qualitative findings from four research studies to discuss and ide
2、ntify positive and negative features of literacy instruction for English Language Learners (Mandarin, Spanish, Turkish speakers),1. Rationale for Purpose 2. Lit Review and Research Questions 3. List of Studies 4. Instructional Findings 5. Implications,Rationale,Garca (2000) called for longitudinal r
3、esearch on literacy development of English Language Learners in two languages that takes into account different types of instruction settings in which students are taught social and contextual factors,Sociocultural Perspective,Content (focus of instruction and activity definition) Process (how instr
4、uction is executed, timing, location) Social interactions Participants identities and motivation (Hernndez, 1989; Moll, 1990; Tharp Wersch, 1985),Review of instructional literature,Whole class, teacher directed, passive instruction (Ramrez, Yuen, Padrn, 1994) Untrained teachers, large class sizes (M
5、oss & Puma, 1995) Combining literature-based instruction with quality ESL can be effective for strong L1 readers (Elley, 1991),Lit review cont.,Did not comprehend instruction or literacy assignments in all English settings (Brock, et al.; Schmidt, 1993). Early literacy activities seemed to work but
6、lower vocab (Fitzgerald & Noblit, 2000), used sheltered instruction, but unexplained variability Effective use of ESL techniques to shelter storybook reading (Carger, 1993) Effective use of L1 support-preview, clarifications, participate in either language (Battle, 1993),Lit review cont.,Improved pa
7、rticipation when allowed to use Spanish and English (Moll, et. al, 1980, 2001; Gutirrez, et. al, 1997) CALLA, but not really tested yet (Chamot & OMalley, 1996),Research Questions :,1. What characterizes the literacy instruction of English language learners in different instructional settings? 2. Wh
8、at factors influence students literacy instruction and development? 3. What are the positive and negative features of instruction for English language learners?,List of Studies,1st-2nd grade Spanish speakers literacy instruction in Spanish and ESL classes 1st-grade Turkish speakers oral language, li
9、teracy instruction and development in Turkish, ESL, all English Mandarin and Spanish speakers writing instruction and development (4, 5, 6th graders), L1, ESL, all English Spanish-speaking students ESL/English & Spanish reading instruction in an urban district (2, 3, 4th graders),Three lines of rese
10、arch involved Kent School,Kent School (390 students, 130 ELLs from 13 countries Transitional program of study 30-45 minutes of L1 language instruction (Intl instructors) 30-160 minutes of ESL instruction (ESL/bilingual teachers) 105-225 minutes of all English instruction (classroom teachers),1. Two-
11、year longitudinal, study of eight 1st- 2nd grade Spanish-speakers (Garca & Lpez- Velsquez, 1998),(Activity setting theory, Tharp Year 2-Laurel School - Year 1 & 2: addtl 60 min. Sp. reading instruction,Comparison of Spanish and ESL literacy instruction (year 1),Spanish teacher (S. A.), EdM. Bilingua
12、l ed ESL teachers (US), certified, ESL (1), working on ESL (2) Cummins: introduce new concepts/activities in Sp., build on them in ESL Some overlap, but two different cultural worlds Spanish teachers instruction informed by cultural insights,Comparison of Spanish and ESL literacy instruction (Spring
13、, year 1),Spanish (60 min.) Letter names, alphabet, word reading-vowels, syllables, fluent oral reading Choral reading and recitation of rhymes, poems, and songs Charts and booklets,ESL (105 min.) Decoding, chunking, fluent reading of connected text-varies by group and class (1, 2) Separate small gr
14、oup instruction; content-based ESL, small group Lots of books (1, 2),Spanish and ESL literacy instruction cont.,Spanish Teacher read aloud once/week L2 features Thematic: occupations, seasons, food sources Content based Sp.: integrate reading, writing, listening, speaking-theme focus,ESL Daily teach
15、er read aloud (1, 2) L2 features Thematic (1, 2): frogs, space (1, 2), food groups Content-based ESL: integrate reading, writing, listening, speaking-science focus (1, 2),Spanish and ESL literacy instruction cont.,Spanish L2 features cont. Sheltered Spanish-Gestures, drawings, illustrations, drama,
16、physical action Sheltered speech-simple, clearly enunciated, and slowed speech,ESL L2 features cont. Sheltered English (1, 2) Gestures, drawings, illustrations, drama, physical action NOT for instructions (1, 2) Did not shelter speech (1, 2),Content-based ESL lesson: Thematic (1, 2) During 90 minutes: 5 different instructional activities Journal writing (a pond is a home two meny animals?) Teacher read aloud of Where is My Duckling? Display of names and drawi
