Struggling Readers or Dual
Language Learners? An Additive
Approach to Literacy Development
for Linguistically Diverse Students
Michelle Plaisance, PhD
UNC-Charlotte
Cristina Gillanders, PhD
FPG Child Development Institute, UNC-Chapel Hill
Welcome
and
Introductions
Learning to read in English
Research from the University of North
Carolina- Charlotte, College of Education
◦ Public school, large district, scattered language
minorities
◦ First grade classroom, monolingual teachers
◦ Literacy emphasis
Balanced literacy
Workshop model
ESL “push in” support
Dual Language Learners or
Struggling Readers? Leveled, scripted reading program
◦ No time for “third spaces” (K. Gutiérrez)
◦ Linear, sequential perception of literacy
◦ Little room for ESL collaboration
◦ English/Dual language learners recast as
“struggling readers”
Deficit versus Additive Approaches
Additive-
◦ View that the home language as a positive attribute
◦ Can be a tool for supporting the second language
◦ English and the home language hold equal value
Deficit-
◦ English is the language of the classroom
◦ Home language impedes English acquisition
◦ DLL’s are “slower” because they do not speak English
Dual Language Learners in U.S.
Schools Historically, educators have approached
non-native speakers from a deficit
perspective
◦ Deculturalization of Native Americans
◦ English-only movement
◦ Proposition 227
◦ Arizona’s cultural studies program and
subsequent book ban
Toward Additive Approaches
Bilingual programs designed to promote maintenance a child’s home language
Multicultural education
Inclusive program models
Improved terminology
◦ Dual language learners
◦ English language learners
◦ Emerging bilinguals
Obstacles to additive approaches
Standardized testing
Commercialized/scripted literacy
curricula
Teacher accountability programs
After getting in town late last night. I was suffering real jet lag from crossing several time zones and an ocean. I’d been away for long enough that I’d lost track of not only time, but what day it was. Sure that a walk in the warm day would clear my head, I decided to take a stroll and get some coffee.
I walked the three blocks to my favorite coffee place, and on the way I noticed there were more flags out than usual. Arriving at the neighborhood shopping area I saw many red, white, and blue banners and several street vendors selling food from outdoor grills. I looked at my watch and realized it was almost noon, and the wonderful smells coming from the grills made my mouth water.
Several announcements were posted on store windows urging people to attend different fireworks and music shows.
1. Why were the colors on the banners
significant?
◦ A. These colors announce “caution”
◦ B. These colors are bright and cheery
◦ C. These are traditional U.S. colors
After reading the passage please
answer the following questions:
2. What foods were the vendors grilling?
A. Eggplant and garlic
B. Hot dogs and hamburgers
C. Shark and tuna steaks
3. What was the reason for all the
festivities?
A. New Years
B. Arbor day
C. 4th of July
One Saturday afternoon I decided to take a walk downtown to go out to eat and to people watch. Going toward the town, I saw a bus full of coffee beans and people. When I got there, I saw a house on the corner with traditional decorations on the walls and on the porch. It also had native flowers. When I arrived downtown, I realized I had forgotten that it was a very special day for native coffee workers. It was the traditional parade for the beginning of the year. I was excited because I was going to see the dancers with their traditional dresses, the people selling different kinds of foods, and the church on the corner ringing the bells. I stopped in the most popular restaurant and asked for the bean tray. I was delicious! I heard the music and saw the natural smiles from everybody. I had a very good time.
1. What color do you think the dancers’
dresses were?
A. Many different colors
B. Green, white and red
C. Yellow, green and red
After reading the passage please
answer the following questions:
2. What kinds of flowers did the house
have?
◦ A. Lilies, roses
◦ B. Carnations, roses
◦ C. Geraniums, lilies
3. What did the writer eat for lunch?
◦ A. Beans, tortilla, and rice
◦ B. Beans, pork, and eggs
◦ C. Beans, pork, and tortillas
Taken from Uribe, M. & Nathenson-Mejía, S. (2008) Literacy essentials for English language learners.
A Window into the classroom
Questions for Discussion
How does your school/facility/institution
refer to non-native English speaker?
How is language learning viewed within
your school community?
How are perceptions about learning a
second language different when the
learner is a native English speaker?
Macro-level strategies
Tap into DLLs’ funds of knowledge
◦ Get to know your students’ families
Where are they from?
What are their interests?
◦ Create a connection between the home and
school
Makes learning more meaningful
Encourages family involvement and support
◦ Example: Jacob’s story- automotive journal
Macro-level strategies
Plan thematic units
◦ Cohesive, in-depth and contextual
◦ Repetition of vocabulary and key concepts
◦ Varied approaches to the same topic
Music
Reading
Art
Writing
◦ Accommodate varied learning styles
Macro-level strategies
Use storytelling to build rich vocabularies
Front load new or target vocabulary
https://www.teachingchannel.org/videos/voc
abulary-english-language-learners
Macro-level strategies
When possible, provide bilingual support!
◦ Learn key vocabulary and phrases
◦ Read stories that incorporate non-English
words
◦ Invite storytellers and musicians who can
perform in students’ home languages
◦ Seek support from community organizations
Macro-level strategies
Give dual language learners plenty of time
to talk!
◦ Encourage interaction, especially with native
speakers
◦ Don’t push, there is often a silent period
before students are ready to experiment with
using a new language
◦ Resist correcting novice speakers
Macro-level strategies
Establish a routine and stick to it
Use symbols to assist students in knowing
what is coming next
Avoid rearranging the room and/or
learning centers frequently
Provide picture support
Macro-level strategies
Focus on alphabetic knowledge, print
awareness and phonological awareness
through games and songs
◦ Encourage interaction/response
◦ Repetition
◦ Engaging, fun
Smaller, but essential support
Clear articulation
Increased “wait time”
Visual support/picutres
Send home books in the home language
Realia
Smaller, but essential support
Non-verbal communication (posture)
Gestures
Signs
Pictures
Props