Iddings, Risko and Rampulla Entitled

¶ … Iddings, Risko and Rampulla entitled "When You Don't Speak Their Language: Guiding English Language Learners through Conversations about Text" discussed the need for support among monolingual English teachers who teach second language learners. The three authors microanalyzed a literacy event in which a third grade teacher conversed with three basic level English learners about text. The instructor introduced the story Curious George by leading the students through a picture walk. As the students talked about the images, the teacher repeated their short statements as questions. He also used affirmative feedback, directed their attention to repetitive language patterns within the text, and clarified student misunderstandings during the reading. Finally, he used a graphic organizer to help students organize the ideas within the text. The activity helped students to build on one another's knowledge and to develop confidence reading and speaking in English.

Book

Diaz-Rico and Weed's 2010 text, The Crosscultural, Language and Academic Development Handbook, recommends using a balanced literacy approach for ELL students. The balanced literacy program should include instruction in phonemic awareness, phonics, word recognition skills, spelling instruction and comprehension. They recommend using a systematic phonics approach in combination with authentic experiences with literature. Rico and Weed also recommend using a Language Experience Approach, or LEA. In this activity, the student tells a story and the teacher dictates it word for word. The teacher then reads the dictated story back to the student. The student practices reading the story until he or she becomes familiar with the written words. LEA provides the student with a personal and meaningful learning experience while reinforcing grammar, spelling and conventions.

Newspaper Article

On February 26, 2006, the Arizona Republic ran an article called "State Struggles to Help English-learners Achieve." In the first of a three-part series, Bland discusses the problems that are currently faced by English language instructors in Arizona. The state has long held an English-only language policy in the classroom. By law, teachers are not allowed to provide instruction in any other language than English. However, many students do not have the English language skills to understand directions or vocabulary. In addition, many parents cannot help their children with their homework because they do not speak English. This creates a difficult environment for students, parents and educators.

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