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Access Type
Campus Access Only
Presentation Type
Asynchronous
Entry Number
2322
School
School of professional and Applied Sciences
Department
Education
Keywords
non-English speaker, English language learner, literacy, reading, instruction
Abstract
In addition to the challenges of acclimating to our school system’s routines and expectations, English Language Learners (ELL) may also experience cultural shock, isolation, and, of course, language barriers. Even students who already possess conversational English skills usually find it challenging to navigate the phonemic differences, sentence structure, and word meanings between their native language and English. (August et al., 2009). Imagine trying to conquer these tasks with no English language knowledge at all. Now, take this scenario one step further - you are the literacy teacher. Where do you start?
In this presentation, I will share evidence-based strategies, resources, and collaborative efforts to help elementary age, non-English speaking students conquer the verbal and written English language.
Information covered includes:
- Collaboration for continuity in instruction: The benefits of forming an NES Literacy team (professional learning community);
- Whole group inclusion strategies: Embracing cultural differences and language barriers, while exercising inclusion in literacy instruction;
- Small group/Individual instruction strategies: Utilizing scaffolding, prior knowledge and multisensory activities to move toward independent literacy learning; and
- Monitoring progress: This is going to be a marathon, not a sprint. (Carrier, 2005).
Primary Faculty Mentor(s)
Dr. Stefanie B. Copp
Primary Faculty Mentor(s) Department
Associate Professor of Language & Literacy Education Program Director, Reading M.Ed Chair, Elementary and Secondary Education
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Teaching Literacy to Non-English Speaking (NES) Students
In addition to the challenges of acclimating to our school system’s routines and expectations, English Language Learners (ELL) may also experience cultural shock, isolation, and, of course, language barriers. Even students who already possess conversational English skills usually find it challenging to navigate the phonemic differences, sentence structure, and word meanings between their native language and English. (August et al., 2009). Imagine trying to conquer these tasks with no English language knowledge at all. Now, take this scenario one step further - you are the literacy teacher. Where do you start?
In this presentation, I will share evidence-based strategies, resources, and collaborative efforts to help elementary age, non-English speaking students conquer the verbal and written English language.
Information covered includes:
- Collaboration for continuity in instruction: The benefits of forming an NES Literacy team (professional learning community);
- Whole group inclusion strategies: Embracing cultural differences and language barriers, while exercising inclusion in literacy instruction;
- Small group/Individual instruction strategies: Utilizing scaffolding, prior knowledge and multisensory activities to move toward independent literacy learning; and
- Monitoring progress: This is going to be a marathon, not a sprint. (Carrier, 2005).