E.+Literacy+&+ESL


 * Literacy & ESL **

 The development of literacy is an integral part of the SLA process. Oral language proficiency and literacy are interdependent. As one improves so will the other. Students must possess a variety of skills to attain English literacy including: //phonemic awareness//, //decoding skills//, //vocabulary knowledge// and //language knowledge//. Many teachers struggle to help English language learners improve their academic literacy and gain the content knowledge necessary to succeed in the classroom. This page seeks to provide information for teachers about second language literacy development.

An important aspect to bear in mind when discussing SLA literacy is the distinction between __**learning difficulties**__ and __**language difficulties**__. Students who encounter learning difficulties may need additional accommodations or modifications. Many of the the language processing difficulties present in learning disabled students are also considered to be part of the SLA process including:  -lack of attention  -difficulty interpreting verbal messages  -difficulty retrieving stored information  -difficulty sequencing and organizing information (Ijuro, 2004)

 This can make it even more difficult for teachers to make decisions about the accommodations needed for their students. In order to properly assess a student a classroom teacher must be sure to thoroughly evaluate the learners competencies in L1 and L2. For more information on identifying learning difficulties that are not language difficulties in an ELL, see the resources links below.

** __Resources__ **

** (A) Webpages ** Below are some helpful links for more information on literacy development, learning differences and English language learners.  Literacy Pages  [|Colorín Colorado: Fostering Literacy Development in ELLs]  [|Reading to Kids- A Crucial Tool in English Language Development]  [|Oral Language and Literacy] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|Teaching in the Context Areas] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|Adolescent Literacy]

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> Learning Differences vs. Disabilities <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|Everything ESL-"Learning Disability or Language Development Issue?"] <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|A Guide to Learning Disabilities for ESL Teachers] <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|Is the Problem a Disability or the Second Language Acquisition Process?]

**<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> (B)Parent Newsletter ** <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;">Below is a literacy newsletter to send home to ELL parents regarding the importance of literacy in the home. <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;">

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<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 135%;">Here are some teaching strategies and resources shown to improve oral proficiency and literacy. <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 135%;"> [|Reader's Theatre] <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 135%;"> [|Introducing Reading Poetry] <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 135%;"> [|Adolescent Literacy Classroom Strategies List] <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 135%;"> [|Authentic Reading Materials for ESL]
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 135%;"> (C) Teaching Tools **

**<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> (D) Scholarly Articles ** <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;">I have also included a few articles that deal with the issue of literacy and ELL, particularly for adolescent learners. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|The Journal of Adolescent and Adult Literacy- Learning Language and Critical Literacy: Adolescent ESL Students] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;"> [|Meeting the Literacy Development Needs of Adolescent ELLs Through Content-Area Learning: Focus on Classroom Teaching and Learning Strategies]

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 135%;"> **(E) Suggested Reading Materials for ELL Students**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;"> Before We Were Free By: Julia Alvarez Age Level: Teen Reading Level: Independent Reader <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 117%;">Anita de la Torre never questioned her freedom living in the Dominican Republic. But by her 12th birthday in 1960, most of her relatives have emigrated to the United States, her Tío Toni has disappeared without a trace, and the government's secret police terrorize her remaining family because of their suspected opposition of el Trujillo's dictatorship. Using the strength and courage of her family, Anita must overcome her fears and fly to freedom, leaving all that she once knew behind. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;"> Child of the Owl By: Laurence Yep Age Level: 12-14 Reading Level: Independent Reader <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 117%;">Set in the mid-1960s, 12-year-old Casey knows little about her Chinese background and only identifies herself as an American. When she moves to Chinatown in San Francisco to live with her maternal grandmother, she feels alienated and isolated, though she gradually comes to accept and understand her Chinese background. Written for young adolescents, this award-winning book is part of the //Golden Mountain Chronicles//. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;"> Alicia Afterimage By: Lulu Delacre Age Level: 14-16 Reading Level: Independent Reader <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 117%;">The author explores grief by examining her 16-year old daughter, Alicia, through the eyes of her friends and family after a tragic car accident. Even the young driver who survived is included in this moving and resonant book, which explores teen grief and encourages an open discussion of death and loss.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 117%;"> These books were taken from a list of suggested reading at [].

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">References:

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;"> Ford K. (2010). Fostering literacy development in ELLs. //Colorín Colorado//. Retrieved May 25, 2010 from []

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;"> Gass, S.M. & Selinker, L. (2008). //Second language acquisition: An introductory course// (3rd ed.). New York: Routledge.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;"> Irujo, S. (2004). When an ELL has difficulty learning, is the problem a disability or the second-language acquisition process?//The ELL Outlook.// Retrieved May 26, 2010 from []

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;"> Litt, S. (n.d.). Learning disability or Language development issue?. //Everything ESL.// Retrieved May 25, 2010 from @http://www.everythingesl.net/inservices/special_education.php

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> Jessica de Araujo Jorge <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> Graduate Student <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> [|Middle Tennessee State University] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> jlm2w@mtmail.mtsu.edu <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> Foreign Language Department Chair <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> [|Hendersonville High School] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;"> jessica.dearaujojorge@sumnerschools.org