Table Of ContentTeaching Language Arts to English
Language Learners
Today’s language arts classrooms increasingly include students for whom English is a second
language. Teaching Language Arts to English Language Learners provides readers with the
comprehensive understanding of both the challenges that face ELLs and the ways in which
educators might address them in the language arts classroom. The authors offer proven
techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary, as
well as speaking, listening, and viewing skills. A complete section is also devoted to ways that
teachers can integrate all five strands of the language arts curriculum into a comprehensive unit
of study with meaningful accommodations for ELLs. An annotated list of web and print resources
completes the volume, making this a valuable reference for language arts teachers to meet the
challenges of including all learners in effective instruction.
Special features:
• Over a dozen learning activities for each of the main areas of the language arts curriculum
• Engaging vignettes vividly illustrate real-life interactions of teachers and ELLs in the
classroom
• Graphs, tables, and illustrations provide additional access points to the text in clear,
meaningful ways
Anete Vásquez is an Instructor of English Education in the Department of Secondary
Education at the University of South Florida.
Angela L. Hansen is Assistant Professor of English Education at Northern Arizona University.
Philip C. Smith is the Foreign Language/ESOL Education program coordinator in the College of
Education at the University of South Florida.
Teaching English Language Learners Across the Curriculum
Series Editors: Tony Erben, Bárbara C. Cruz, Stephen J. Thornton
Teaching Mathematics to English Language Learners
Gladis Kersaint, Denisse R. Thompson, Mariana Petkova
Teaching English Language Learners in Career and Technical Education
Programs
Victor M. Hernández-Gantes and William Blank
Teaching English Language Learners through Technology
Tony Erben, Ruth Ban, Martha Castañeda
Teaching Social Studies to English Language Learners
Bárbara C. Cruz and Stephen J. Thornton
Teaching Language Arts to English Language Learners
Anete Vásquez, Angela L. Hansen, Philip C. Smith
Teaching Language Arts to English
Language Learners
ANETE VáSqUEz
ANGELA L. HANSEN
PHiLiP C. SmiTH
First published 2010
by Routledge
270 madison Avenue, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park S qu are, mi lton Park, Abingdon, Oxon OX14 4RN
Routledge i s an impr int of the Taylor & Franci s Group, an infor ma bu siness
This edition published in the Taylor & Francis e-Library, 2010.
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Library of Congress Cataloging in Publication Data
Vásquez, Anete.
Teaching language arts to English language learners / Anete Vásquez, Angela L.
Hansen, Philip C. Smith.
p. cm.—(Teaching English language learners across the curriculum)
includes bibliographical references and index.
1. English language—Study and teaching—United States—Foreign speakers. 2.
Language arts—Study and teaching—United States. 3. Second language acquisi-
tion—United States. i. Hansen, Angela L. ii. Smith, Philip C. iii. Title.
PE1128.A2V38 2010
428.2ʹ4—dc22
2009050809
ISBN 0-203-85648-1 Master e-book ISBN
iSBN10: 0-415-99531-0 (hbk)
iSBN10: 0-415-99532-9 (pbk)
iSBN10: 0-203-85648-1 (ebk)
iSBN13: 978-0-415-99531-3 (hbk)
iSBN13: 978-0-415-99532-0 (pbk)
iSBN13: 978-0-203-85648-2 (ebk)
We dedicate this book to our families and to our students;
without them, this book could not have been written.
Contents
List of Figures � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xii
List of Tables � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xiii
Series Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xv
Acknowledgements � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xvii
Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1
PArT 1 — Your English Language Learner Tony Erben� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 5
1�1 — Orientation � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 7
1�2 — The Process of English Language Learning and What to Expect � � � � � � � � � � � � � � � � � � � � � � � 9
Principle 1: Give ELLs many Opportunities to Read, to Write, to Listen to, and to
Discuss Oral and Written English Texts Expressed in a Variety of Ways . . . . . . . . . . . . . . . . . . . . 10
Principle 2: Draw Attention to Patterns of English Language Structure . . . . . . . . . . . . . . . . . . . . 11
Principle 3: Give ELLs Classroom Time to Use their English Productively . . . . . . . . . . . . . . . . . . 12
Principle 4: Give ELLs Opportunities to Notice their Errors and to Correct their English . . . . . 12
Principle 5: Construct Activities that maximize Opportunities for ELLs to interact
with Others in English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1�3 — Deciding on the Best ESOL Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 17
viii Contents
1�4 — Teaching for English Language Development � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 22
1�5 — Not All ELLs are the Same � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 26
Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
1�6 — Culturally responsive Pedagogy � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 31
1�7 — Not All Parents are the Same: Home–School Communication � � � � � � � � � � � � � � � � � � � � � � � � 34
ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
1�8 — English Language Learners with Special Needs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 37
PArT 2 — Principles of English/Language Arts Teaching and Learning � � � � � � � � � � � � � � � � � � � � � � 41
2�1 — English/Language Arts-Focused ESOL research � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 43
Students’ Native Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Talk and interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Emphasis on Students’ Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Text Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
instructional Conversations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Literature Study Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Cognitive Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Writing instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
PArT 3 — Teaching English/Language Arts � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 53
3�1 — Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 55
3�2 — reading Strategies � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 59
Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Reading Surveys (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Prereading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Understanding the Organizational Structure of a Text (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . 64
Using Graphic Organizers (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Text Features (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Anticipation Guides (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Concept maps (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Author’s Promise (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Predicting and Confirming Activity (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
During-Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Talking to the Text (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Double Entry Journals (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Literature Circles (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Contents ix
Directed Reading Sequence: Summarizing, identifying main ideas and Details
(Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
After-Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Story map (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Character maps and Charts (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Dramatic Tableaux (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Children’s information Picture Books (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
3�3 — reading Literature � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 84
making Classic Works of Literature more Accessible (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . 85
Updating the Classics (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Using Adolescent Literature as a Bridge to the Classics (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . 88
Using Adolescent Literature to make Textual Connections (Levels 3 and 4) . . . . . . . . . . . . . . . . 89
Using Adolescent Literature to introduce the Language of Literature (Levels 2, 3, and 4) . . . . . 91
Paideia Seminar (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Close Readings (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Creating Timelines as a During-Reading Activity (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . 96
3�4 — Writing � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 99
Writing with magnetic Poetry (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Word Choice + Audience = Voice (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Organizing Academic Writing (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Composing with Computers (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Contrastive Rhetoric (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Read-Around-Groups or RAGs (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
3�5 — Grammar� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 112
Grammar from Nursery Rhymes to Hip Hop (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . 114
Studying Parts of Speech with Artwork (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Sentence Combining (Levels 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Grammar in LEGO Land (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
imitating our Favorites (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Preparing Students to Write Research Reports (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . 121
3�6 — Vocabulary Development � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 123
Types of Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Word Knowledge Check (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Fostering Word Consciousness (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Helping Webster Become Bilingual (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Word Walls (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Cognates (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Draw the Word: Visual Representations (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Semantic maps (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Vocabulary Squares (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Words in Context (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Vocabulary Bookmarks (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Vocabulary Charades (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Vocabulary Bingo (Levels 1, 2, 3, and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
