By Yale P.B.
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Diversity and Excellence (CREDE) and the National Literacy Panel reports, oral proficiency in English contributes to English literacy development (Goldenberg & Coleman, 2010). In addition, research has substantiated that students who are proficient in both their home language and English tend to outperform their monolingual peers. For Hawaiian students in the Kamehameha Project, oral language development through “talk story” practices, a culturally responsive teaching strategy, improved their literacy when this strategy was integrated into reading instruction (Au, 1998).
San Francisco, CA: John Wiley & Sons. , & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Portland, ME: Stenhouse. Examples From the CCSS for English Language Arts EXAMPLES FROM THE CCSS FOR ENGLISH LANGUAGE ARTS OF RELATED ACADEMIC LANGUAGE Current content standards, led by the Common Core State Standards Initiative, center on college and career readiness as a universal goal for schooling. According to George Bunch, Amanda Kibler, and Susan Pimentel (2012), the four areas of concentration for English language arts—(1) engaging in complex text, (2) using evidence in writing, (3) collaborating in speaking and listening, and (4) developing language to carry out communication effectively—should be the primary focus for educators of English language learners (ELLs).
2011). “Words that hold us up”: Teacher talk and academic language in five upper elementary classrooms. Linguistics and Education, 22, 430–440. , & Mulhern, M. (2003, September/October). Bilingual books: Promoting literacy and biliteracy in the second-language and mainstream classroom. Reading Online, 7(2). , & Lapp, D. (2012). Teaching students to read like detectives: Comprehending, analyzing, and discussing text. Bloomington, IN: Solution Tree. , & Frey, N. (2007). Language learners in the English classroom.