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Optimizing literacy in English language learners.

Maria Adelaida Restrepo1, Shelley Gray

  • 1Department of Speech and Hearing Science, Arizona State University, Tempe, AZ 85287-0102, USA. laida.restrepo@asu.edu

Seminars in Speech and Language
|March 7, 2007
PubMed
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Supporting English language learners

Area of Science:

  • Linguistics
  • Education
  • Psychology

Background:

  • English language learners (ELLs) in the U.S. often show lower reading achievement than their native English-speaking peers.
  • Understanding the interplay between a child's native language (L1) and their second language (L2) is crucial for effective literacy development.

Purpose of the Study:

  • To examine the development of English literacy in ELLs.
  • To explore the relationship between L1 and L2 literacy acquisition.
  • To identify principles for optimizing English literacy instruction for ELLs.

Main Methods:

  • Review of existing research on language transfer in literacy.
  • Analysis of different models of literacy instruction for ELLs.
  • Discussion of principles for L1 and L2 literacy development.

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Main Results:

  • Literacy skills developed in a child's L1 can transfer to their L2 (English).
  • Effective instruction considers the role of the native language in second language acquisition.
  • Different instructional models exist for ELLs, each with varying impacts on literacy.

Conclusions:

  • Utilizing a child's L1 in instruction fosters robust language and literacy skills in both their native and second languages.
  • Supporting L1 literacy development is a key strategy for improving English literacy outcomes in ELLs.