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Supporting Language And Literacy For English Language Learners

1035 words - 5 pages

Supporting Literacy and Language for English Language Learners
Teachers have a diverse group of learners in a classroom. English Language Learners represent a rapidly growing number in preschool age children. The preschool teacher needs to nurture and provide culturally and linguistically support for them to succeed in literacy and language. It has been proven educators support English Language Learners to gain literacy and language knowledge by encouraging children’s home language, social interaction, guided dialogue, and direct instruction. These foundations and resources serve for making the connection with English literacy text, language, and develop academic strengths. Teachers ...view middle of the document...

First of all, teachers need to provide a safe, cultural, and linguistically physical environment for diverse children with different languages to thrive, interact socially, and express newly acquired language. The classroom should reflect the children’s languages and cultures by having a print rich environment and welcoming diversity in the classroom. Teacher foster and facilitate social interaction and oral language by intentionally plan and prepare centers to achieve targeted and language goals (Magruder, et al. 2003). In the classroom, teacher could display home language greetings, alphabet, child created- labels, cultural artifacts, and key phrases. The library should contain multicultural books and there should be a cozy area for children to interact on familiar topics of interest among themselves. Center time is opportunity for teachable moments. Both teacher and student engage while teacher provides language support by listening, observing, and talking. It is useful to have literacy material as: photographs with labels, vocabulary word walls, cognate words, images, magazine cutouts, drawings from children to identify concept key word in two languages displayed on wall for vocabulary comprehension.
Guided dialogue is done with teacher’s instructional purpose. Teacher guides ELLs learning and acquisition of literacy and language by intentionally planning and preparing ELLs thematic vocabulary list/anchor texts in small group and Spanish dialogic (read-aloud) reading prior to introducing it to whole group reading. Teacher learns words herself to interact with them during one to one instruction and assess child’s progress in language and vocabulary acquisition. The five key words are chosen from a picture book that can be adapted to Spanish or any other language. Teacher can also introduce gestures or movements, use music, make chants, rhymes, repetition from anchor text words for fun learning. Children find it interesting and become motivated in such innovative learning.
Direct instruction should be utilized to assist children in using comprehension strategies and making explicit cross-language connections between languages (Soltero-Gonzales, 2009). This method of direct instruction emphasizes in English literacy purpose and conventions of print and how books work. It also emphasizes the personal relevance of print in our daily life. Reading books out loud, slowly...

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