There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use what resources are available to their maximum advantage. As Lewis-Moreno points out, "Often, too little attention is paid to improving the quality of what is available: Are personnel, resources, and facilities used in the best possible way? If not, what can be done differently?" (2007, p. 773)
The importance of using learning strategies, or the moment-by-moment techniques that we employ to solve problems posed by second language input and output, in order to become a successful English language learner cannot be overstated. Researchers have been aware for several decades that those who achieve a high level of second language proficiency are, by necessity, active strategy users. The importance of using reading strategies is especially critical for English language learners, since high levels of English language literacy -- which are essential for even minimal academic achievement at any level (elementary, secondary, university, and tertiary) -- have been found to correlate with frequent and complex strategy use (Poole, 2005).
Research Questions
This study was guided by the following research questions:
1. What are some of the different teaching strategies that can successfully engage and allow the English language learners to learn and be successful with a feeling of confidence?
2. How do using different reading strategies influence ELL students learning?
Potential Significance of the Study
Because resources are by definition scarce, it just makes good sense to use those learning strategies in general and reading strategies in particular that have proven efficacy for helping ELL students acquire academic proficiency. According to Brown and Broemmel (2011), "Reading can be difficult for native speakers of English (NSEs), however, it is even more difficult for English language learners who are, by definition, in the process of acquiring English" (p. 34). By providing ELL students with appropriate and effective reading strategies, teachers can help these young learners begin the lifelong journey that reading for pleasure provides, and reading for pleasure can encourage further reading which builds on what has already been learned. In this regard, Brown and Broemmel conclude that, "For these students, reading without adequate support can be equated to throwing a child who is not proficient in swimming into water without a life preserver, knowing they will either sink or swim. Even if they manage to swim, we cannot reasonably expect them to enjoy being in the water" (emphasis added) (p. 34).
Definition of Terms
The following definitions of key terms are used in this study:
"Academic English":
"Academic English" is defined as "the ability to read, write, and engage in substantive conversations about math, science, history, and other school subjects" (American Educational Research Association, 2004, p. 2).
ELL:
English language learner
ESL:
English as a second language
NSE:
Native speaker of English
CHAPTER TWO:
LITERATURE REVIEW
Although the general education curriculum differs across classes, the emphasis on reading to learn in content area classes requires that students possess reading strategies and skills, including basic early reading skills, to access and comprehend the general education curriculum and to participate in content area instruction. Yet, we know that many students with reading disabilities lack effective reading strategies that facilitate the comprehension of content area text; are not familiar with text structures; and may not possess basic decoding strategies and reading fluency. We also know that some students (e.g., English language learners or students from poverty) may not have the vocabulary knowledge needed to be successful in content area classes Therefore, if struggling students (students with reading disabilities and low achievers) who are from low socioeconomic backgrounds are going to learn from text, general education and special education...
First, Spanish sounds different from English in terms of vowel sounds, sentence stress, and timing. (Shoebottom, 2007, Spanish). In addition, Spanish speakers can confront grammar problems when learning English, "although Spanish is a much more heavily inflected language than English, there are many aspects of verb grammar that are similar. The major problem for the Spanish learner is that there is no one-to-one correspondence in the use of the
The student jumps from one tense to another in the space of two sentences, revealing a discussion which is largely uncertain of its own chronology. Naturally, this makes the work a very unclear experience for the reader such as in the pair of sentences in the second paragraph, which declare that "A few days later 'This alarms the Crows.' Father Crows discussed the matter with the other animals that
Humanistic theories put learning material into perspective, and cognitive theories allow students to draw meaningful connections between concepts and transcend language. 2. a. Reads for comprehension. A student who reads for comprehension is practicing a skill in quadrant D: the most difficult for ELLs because of the lack of contextual cues and the cognitive difficulty of the exercise. A b. Acts out a historical event. A student acting out a historical event is
Students then move to advisory to discuss what they learned from the principal, then begins first period science class. Science is tutorial based, but often broken up into groups of four for lab and experimentation work. Math lab includes a number of different activities that change out regularly. Following math, the students meet for Art class, which varies daily in activities, social and spatial development. Lunch and a brief recess follows. First class after
Vocabulary Acquisition by English as a Second Language Learners This chapter provides a review of the relevant peer-reviewed and scholarly literature concerning vocabulary acquisition and English language learners and a discussion concerning Web-based vocabulary platforms including several representative examples as well as their potential for contributing to English language learner (ELL) student success. Finally, an analysis of pedagogy and technology integration in language acquisition is followed by a summary of research
Specialized Instructional Strategies for Teaching Reading The objective of this study is to examine two studies relating to development of literacy in preschoolers in view of the National Reading Project. Toward this end this study will examine the work of the National Early Literacy Panel (2008) and the work of Vossenkuhl (2010) both of which report studies involving literacy learning in preschool students. Study Reported By the National Early Literacy Panel
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