Language Teaching

Paper Summary:

In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a Foreign Language (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.

From the Paper:

"Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."

Sample of Sources Used:

• Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the gap: Addressing the vocabulary need of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39: 188-215.
• Garcia, G.E. (2003). The reading comprehension development and instruction of English-language learners. In A.P. Sweet & C.E. Snow (Eds.), Rethinking reading comprehension (Solving problems in teaching of literacy). New York: Guilford Press.
• Jepsen, C., & de Alth, S. (2005). English learners in California schools. San Francisco: Pubic Policy Institute of California.
• Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekani, K. (2003). Effectiveness of supplemental reading for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3): 221-239.
• Richards, C., Leafstedt, J.M., & Gerber, M.M. (2006). Qualitative and quantitative examination of four low-performing kindergarten English-learners: Characteristics of responsive and nonresponsive students. Remedial and Special Education, 27(4), 218-234.

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