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Literacy Instruction in Linguistically
Diverse Classrooms
“Language is a complex system for creating meaning through socially shared conventions.”
Halliday
The phonological
or sound system of language
The syntactic or structural system of language
The semantic or
meaning system of language
The pragmatic or social
and cultural use system of language
COMMUNICATIVE COMPETENCE
•Mastery of the formal system of language
•Sociolinguistic competence--the use of language to get things done
(Shuy)
The social use of language to get
things done is the driving force of
language acquisition.
(Gipe)
Sociolinguistic competence
phonology
morphologysyntax
vocabulary
Teachers’ attitudes toward language varieties can either facilitate or hinder minority students’ growth in literacy.
(Goodman and Buck)
Teachers are expected to know linguistic facts about
the language variations learners bring to school.
Learners often use the rules from their native language schema in reading English as a second language.
Teachers should become familiar with all the language varieties found in the communities in which they teach.
(contrastive analysis)
Consonant contrasts not made in Spanish:
ch/sh watch/wash
s/z sip/zip
n/ng sin/sing
b/v bat/vat
t/th tin/thin
s/th sin/thin
d/th den/then
Vowel contrasts not made in Spanish:
bet/bat
cut/cot
cheap/chip
pool/pull
coat/caught
Consonant pairs not contrasted by
Vietnamese speakers:
z/s flees/fleece
ch/sh much/mush
f/p laugh/lap
p/b pin/bin
k/g back/bag
th/t ether/eater
th/d weather/wetter
i/e pit/Pete
e/a bet/bat
Vietnamese phonology does not allow consonant clusters at the end of words:
cold/col
called/call
SYNTACTIC SYSTEMS of native languages influence performance in English:
Spanish:
•deletion of subject pronouns
•negative morpheme before verbs
•adjectives after nouns
•deletion of /s/ inflection
•present instead of progressive
•have for be
Vietnamese:
•Vietnamese does not use suffixes to convey meanings:
•plurality and tense are marked by separate words rather than suffixes
Teach minimal pairs in meaningful contexts first
Use strategies such as
•sentence expansion
•choral reading
•Language Experience Approach (LEA)
•creative writing
•children’s literature
AESTHETIC VS. EFFERENT READING
Reading for enjoyment vs. reading to carry away information
Stages of the reading process
1. Preparing
2. Reading
3. Responding
4. Exploring
5. Extending
Stages of the writing process
1. Prewriting
2. Drafting
3. Revising
4. Editing
5. Publishing
Phonemic awareness is children’s basic understanding that speech is composed of a series of individual sounds. Children develop phonemic awareness in two ways:
1. They learn through a language-rich environment as they sing songs, play with words, chant rhymes, and listen to adults read wordplay books to them.
2. Through phonemic awareness activities:
•matching words by sounds
•isolate a sound in a word
•substitute sounds in a word
•segment a word into its constituents
Phonics is the set of relationships between phonology (the sounds in speech) and ortography (the spelling patterns of written language).
Teachers teach
�sound-symbol correspondences
�how to blend sounds together
�phonics generalizations or “rules”
VOCABULARY--the best predictor of success in reading comprehension. (Laufer)
Students’ vocabularies grow:
•3,000 words a year
•7--10 new words a day
•40,000 words by the time students finish high school (Nagy and Herman)
Vocabulary instruction is done in literature focus units and theme cycles.
Twelve principles for supporting literacy development:
•sharing literacy
•engaging prior knowledge and language
•choice and independence
•reading and writing are reciprocal processes
•“Read it again” using predictable literature
•approximating, risk taking, and collaboration
•teaching from whole to parts to whole
•assessment for supporting learning
•involving parents and community resources
•a curriculum rich in culturally relevant content
•a program that values multilinguistic and multicultural traditions
•inclusion of students with literacy learning difficulties
Transitional practices
Bridging the gap
Balanced literacy programs
Source: Reutzel and Cooter