Application of Emergent Bilinguals’ Sociocognitive Skills to Argumentative Writing Within a Discussion‐Rich Language and Literacy Curriculum

2021 ◽  
Author(s):  
Lisa B. Hsin
Keyword(s):  
Emergent Bilinguals ◽  
Argumentative Writing ◽  
Language And Literacy ◽  
Literacy Curriculum

Supporting Emergent Bilinguals through Linguistically Appropriate Instruction

2014 ◽  
pp. 85-102
Author(s):  
Colleen Gallagher
Keyword(s):  
Second Language Acquisition ◽  
Instructional Strategies ◽  
Vocabulary Learning ◽  
Instructional Decisions ◽  
Emergent Bilinguals ◽  
Language And Literacy ◽  
Reading And Writing ◽  
Proficiency Levels ◽  
Classroom Language ◽  
Linguistically Appropriate

Being able to use linguistically appropriate instruction is an important area of competence for teachers of young emergent bilinguals. This chapter synthesizes theory and research that is key background knowledge for making linguistically informed instructional decisions: information on proficiency levels, on second language acquisition (SLA), and on classroom language demands. From this foundation, the chapter proposes four functions of linguistically appropriate instructional strategies: (1) getting emergent bilinguals involved in classroom routines and providing ample opportunities for interaction; (2) drawing on emergent bilinguals’ existing language and literacy competencies; (3) promoting grade-level vocabulary learning; and (4) scaffolding listening, speaking, reading, and writing. Finally, this chapter offers some specific suggestions of activities or instructional strategies that fulfill each of these functions along with additional resources that may be helpful.

Language and Literacy Curriculum Supplement for Preschoolers Who Are Academically At Risk: A Feasibility Study

2010 ◽  
Vol 41 (2) ◽  
pp. 161-178 ◽  
Author(s):  
Laura M. Justice ◽  
Anita S. McGinty ◽  
Sonia Q. Cabell ◽  
Carolyn R. Kilday ◽  
Kathy Knighton ◽  
...  
Keyword(s):  
At Risk ◽  
Feasibility Study ◽  
Language And Literacy ◽  
Literacy Curriculum ◽  
Academically At Risk

The Feasibility and Usability of the Read it Again Dual Language and Literacy Curriculum

2015 ◽  
Vol 44 (5) ◽  
pp. 453-461 ◽  
Author(s):  
Lillian K. Durán ◽  
Brenda K. Gorman ◽  
Theresa Kohlmeier ◽  
Chase Callard
Keyword(s):  
Dual Language ◽  
Language And Literacy ◽  
Literacy Curriculum

scholarly journals Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time

2017 ◽  
Vol 18 (3) ◽  
pp. 89
Author(s):  
Lyndsay Moffatt
Keyword(s):  
Oral Language ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Literacy Curriculum ◽  
Mandated Curriculum ◽  
School Gardening ◽  
Food Programs ◽  
Audio Data ◽  
Oral Language Skills ◽  
Asking Questions

While recent research has documented a myriad of benefits to school gardening and food programs, many educators and administrators voice concerns that such programs detract from the provincially mandated curriculum and few researchers have investigated how school gardening and food programs may support language and literacy curriculum expectations. Using a content analysis of transcripts of audio data from a school gardening and food program that matched 24 kindergarten children with 17 adult and young adult volunteers, this study illustrates how such a program may help support mandated language and literacy curriculum. Analysis suggests the children involved in the program practiced important oral language skills, such as asking questions and expressing experiences with their garden buddies at a high frequency. 

Teletubby Tales: Popular Culture in the Early Years Language and Literacy Curriculum

2000 ◽  
Vol 1 (2) ◽  
pp. 119-133 ◽  
Author(s):  
Jackie Marsh
Keyword(s):  
Popular Culture ◽  
Literacy Practices ◽  
Early Years ◽  
Language And Literacy ◽  
Literacy Curriculum ◽  
Cultural Discourses ◽  
White Middle Class ◽  
Television Programme ◽  
Cultural Texts ◽  
Field Notes

The aim of the study reported in this article was to explore the potential that popular culture has for motivating young children to engage in literacy and oracy practices in the early years. Pre-school settings and schools regularly fail to take account of children's popular cultural interests in their development of curriculum content. Literacy practices in most nurseries and schools are located within dominant cultural discourses and in the case of many industrialised societies, this means that the curriculum usually reflects the cultural norms of white middle-class communities. In an attempt to disrupt these dominant discourses, literacy activities related to the television programme Teletubbies were introduced into two nurseries in England. Data were gathered using field notes, photographs and interviews. The article discusses how the incorporation of popular cultural texts into the curriculum provided motivation and excitement for many children, some of whom were not usually willing members of the ‘literacy club’.

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