Building Literacy with Multilingual Learners : Insights from Linguistics, 3e

Cover
Half Title Page
Title Page
Copyright
About the Authors
Preface
Acknowledgments
Contents
Guide to Pronunciation in This Book
1. Big Ideas and Research That Guide the Profession
	The Right to a Home Language
	The Right to Literacy
	The Language-Based Theory of Learning
	About Our Choices of Words and Abbreviations
	Universals and Specifics of Language and Literacy
	Two Developing Systems and the Syndrome of Success
	English as a New Language: Four Expanded Domains and the Fifth Domain
	Language-Centered Factors Influencing Second-Language Acquisition
	Nonlinguistic Influences on SLA
	Instructional Models for Language Teaching and Learning
	Vygotsky’s Influence on Second-Language Learning
	Challenging the Deficit View
	Research into Effective Teaching Strategies for ELLs
	How Does This Look in the Classroom?
	Questions for Further Study
	Appendix 1.1. Lesson Planning to Include the Five Domains and Three Functions of Language Learning
2. First-Language Influence in Second-Language Acquisition
	Language as an Innate Human Endowment
	The Contrastive Analysis Hypothesis
	The Interdependence Hypothesis
	Sociocultural Theory and SFL
	L2 Reading Models
	Language Distance or Linguistic Proximity
	The Problem with "Transfer"
	Cross-Linguistic Influence
	Examples of PCI
	Non-Effects
	Metalinguistic Awareness Facilitates the Study of New Languages
	Bottom-Up and Top-Down Skills
	Hypotheses about SLA Literacy
	Performance Definitions for ELLs
	How Does This Look in the Classroom?
	Questions for Further Study
	Appendix 2.1. Performance Definitions for the Levels of English Language Proficiency
3. ELL Oracy: Listening Comprehension and Oral Language Development
	Listening Comprehension in English as a New Language
	The Active Nature of Listening Comprehension
	Oral Proficiency in English as a New Language
	How Does This Look in the Classroom?
	Questions for Further Study
4. Learning to Read, Write, and Spell Words in English as a New Language
	How Word Recognition Occurs in English
	Probabilistic Reasoning for Reading
	Major Kinds of Writing Systems
	How Does This Look in the Classroom?
	Questions for Further Study
5. Visual Literacy and Language Growth
	Understanding Visual Literacy Concepts
	How Does This Look in the Classroom?
	Questions for Further Study
6. Using Morphemes to Learn Vocabulary
	Morphemes: The Building Blocks of Words
	Morphemes: Hard to Spell, Pronounce, and Recognize
	Morphemes through Different Lenses
	Two Major Categories of English Morphemes
	Morpheme Study in the Classroom
	How Does This Look in the Classroom?
	Questions for Further Study
	Appendix 6.1. The 50 Most Common American English Words
	Appendix 6.2. Common Morphemes from Content-Area Vocabulary
	Appendix 6.3. The Compound Noun Game
7. Word Formation Processes, Cognates, and Collocations
	Vocabulary: The Bottom Line for Reading in Any Language
	English: A Richly Generative Language
	Nyms, Glorious Nyms: Four Bonus Word Formation Types
	Using Cognates
	Beware of Three Common Misunderstandings
	Collocations: Phrasal Verbs, Idioms, and Listemes
	How Does This Look in the Classroom?
	Questions for Further Study
	Answer Key for Figure 7.2
	Appendix 7.1. Selected False Cognates between English and Spanish
	Appendix 7.2. More English and Spanish Words from Latin Roots
8. "The Same, but Different": Reading Fluency in English as a New Language
	A Working Definition of Fluency
	Automaticity Theory
	Oral Reading Fluency as a Proxy for Reading Comprehension
	Prosody as an Additional Measure
	ELLs and Fluency Research
	Fluency Instruction
	Successful Fluency Instruction for ELLs
	How Does This Look in the Classroom?
	Questions for Further Study
	Appendix 8.1. Sample Text for Oral Reading
	Appendix 8.2. Three Ways to Mark Text for Oral Reading
	Appendix 8.3. Score Chart for Repeated Readings of a Single Passage
9. Achieving Comprehension in L2 English Reading
	Comprehending Connected Text in a New Language Is Hard!
	The Threshold Theory and Reading Strategies
	Word-Learning Strategies
	Phrase- and Sentence-Level Reading Strategies
	Paragraph- and Discourse-Level Reading Strategies
	Metacognitive Strategies
	Digital Reading Programs and Websites
	Extensive Reading Develops All of the Comprehension Strategies
	How Does This Look in the Classroom?
	Questions for Further Study
	Appendix 9.1. Four Useful Graphic Organizers for ELLs
10. Writing to Learn in English across the Curriculum
	Interactions between Reading and Writing
	Written Language: Not Just Frozen Speech!
	Writing as a Thinking Process
	Writing Workshop and ELLs
	Guidance from the English Language Proficiency Standards
	Translanguaging in Dual-Language and Bilingual Classrooms
	A Way to Classify School Writing Tasks
	Mistakes and Errors in ELL Writing
	Who’s Afraid of Spelling?
	Handwriting: Still Important, but Not Paramount
	Practical Writing Needs for ELLs
	Many Genres to Try, Including New Ones
	How Does This Look in the Classroom?
	Questions for Further Study
	Appendix 10.1. Writing Rubric of the WIDA Consortium Grades 1–12
11. Multilingual Learners in the Multimodal Classroom
	New Aspects to Comprehensible Input
	AI, Natural Language Processing, and Corpus Linguistics
	ChatGPT and Other AI Chatbots
	What We Know about Screen-Based Reading
	Strategies for Reading Online
	Web-Based Resources
	The Autonomous Learner
	Video Gaming
	The Right to Internet Connectivity
	"Just Because" Technology? No!
	Teaching with Empathy, Presence, and Efficacy
	How Does This Look in the Classroom?
	Questions for Further Study
	Appendix 11.1, Part I. Technology Terms Reflecting English Word Formation
	Appendix 11.1, Part II. Answer Key
Glossary
References
Index