Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching

Öz

It is essential to support bilingual learners’ language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an increasingly diverse population and an increasing number of bilingual learners in formal school settings. This article introduces a framework for accomplishing both linguistic and content literacy simultaneously. The framework takes into account the four elements of the principles of learning, learner appropriate pedagogy, contextual interaction theory, student language (L1/L2) proficiency level, and a learner-centered environment that can lead to the successful achievement of content literacy for bilingual learners. The framework illustrates both the theory and practical applications that are needed for bilingual learners to achieve linguistic and cognitive success by attaining the language arts content literacy needed to succeed both in and out of the classroom

Anahtar Kelimeler

• -

Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching

Öz

-

Anahtar Kelimeler

• -

Kaynakça

1. Allison, B. N., & Rehm, M. L. (2011). English language learners: Effective teaching strategies, practices for FCS teachers. Journal of Family and Consumer Sciences, 103(1), 22–27.
2. Alvermann, D. E., & Phelps, S. F. (1998). Content reading and literacy: Succeeding in today's diverse classrooms. Boston: Allyn & Bacon.
3. Au, K (1993). Multiethnic literature and the valuing of diversity. In K.H. Au (Ed.),
4. Literacy instruction in multicultural settings (pp.175-190). New York: Harcourt Brace. Au, K (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297-319.
5. Barrera, R.B., Quiroa, R.E., & Valdivia, R. (2003). Spanish in Latino picture storybooks in English: Its use and textural effects. Multicultural issues in literacy research and practice, 145-165.
6. Brown, A.L., Bransford, J.D., Ferrara, R.A. & Campione, J.C. (1983). Learning, remembering, and understanding. In J.H. Flavell & E.M. Markman, eds. Vol. 3,
7. Handbook of child psychology: cognitive development, 177-266. New York: Wiley. Bruner, J. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press.
8. Calderon, M. (1991). Benefits of cooperative learning for Hispanic students. Texas Research Journal, 2, 39-57.

9. California State Department of Education. (1982). Basic principle for the education of language-minority students: An overview. Office of Bilingual Bicultural Education.
10. Christian, D. (1995). Two way bilingual education. In C.L. Montone (Ed.), Teaching linguistically and culturally diverse learners: Effective programs and practices. (pp. 8- 11). Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.
11. Collier, V.P., & Thomas, W.P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20.
12. Cummins, J. (1976). The influence of bilingualism on cognitive growth: A synthesis of research findings and explanatory hypotheses. Working Papers on Bilingualism, 9, 1
13. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of
14. Education (ed.) Schooling and Language Minority Students. A Theoretical Framework. Los Angeles: California State Department of Education. Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (ed.)
15. Language proficiency and academic achievement. Clevedon: Multilingual Matters. Cummins, J. (1994). Primary language instruction and the education of language minority students. In C.F. Leyba (Ed.), Schooling and language minority students: A theoretical framework (2nd ed., pp.3-46). Los Angeles: EDAC, CSULA.
16. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
17. Duran, B.J., Dugan, T., & Weffer, R.E. (1997). Increasing teacher effectiveness with language minority students. The High School Journal, 84, 238-246.
18. Faltis, C.J. (1993). Critical issues in the use of sheltered content teaching in high school bilingual programs. Peabody Journal of Education, 69, 136-151.
19. Flores, B., Cousin, P.T., & Diaz, E. (1998). Transforming deficit myths about learning, language, and culture. In M.F. Opitz (Ed.), Literacy instruction for culturally and linguistically diverse students (pp.27-38). Newark, DE: International Reading Association.
20. Garcia, G. (1991). Factors influencing the English reading test performance of Spanish
21. Speaking Hispanic children. Reading Research Quarterly, 26, 371-392. Geertz, C. (2000). The interpretation of cultures. New York: Basic Books.
22. Glickman, C. D. (1998). Educational leadership for democratic purposes? What do we mean? International Journal of Leadership in Education, 1(1), 47-53.
23. Gonzalez, N., Moll, Luis, & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence
24. Erlbaum Associates, Publishers. Huang, J., & Mullinix, B. B. (2002). Content literacy and language development across the curriculum: What do core curriculum content standards have to say? Paper presented at the Annual Meeting of the National Reading Conference (52nd, Miami, FL, December 4, 2002).
25. Irujo, S. (1998). Teaching bilingual children: Beliefs and behaviors. Boston: Heinle & Heinle Publishers.
26. Irvine, J.J., Armento, B., Causey, V.E., Jones, J.C., Frasher, R.S., & Weinburgh, M.H. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York: McGraw Hill.
27. Johnson, D.W. & Johnson, R.T. (1991). Classroom instruction and cooperative grouping. research (pp.277-293). Berkeley, CA: McCutchan.
28. Kindler, A.L. (2002). Survey of the states’ limited English proficient students and available educational programs and services: 2000-2001 summary report. Washington,
29. DC: National Clearinghouse for English Language Acquisition. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.
30. Legaretta, D. (1977). Language choice in bilingual classrooms. TESOL Quarterly, 11, 9
31. Means, B., & Olsen, K. (1994). The link between technology and authentic learning.
32. Educational Leadership, 51(7), 15-18. Moll, L.C. (1988). Some key issues in teaching Latino students. Language Arts, 65, 465-4
33. Moll, L., & Diaz, S. (1987). Change as the goal of educational research. Anthropology and Education Quarterly, 18, 300-311.
34. National Center for Education Statistics. (2004). The condition of education, 2004.
35. Retrieved July 16, 2004, from http://nces.ed.gov/programs/coe
36. Ogle, D. S. (1986). K-W-L group instructional strategy. In A. S. Palincsar, D. S. Ogle, B. F.
37. Jones, & E. G. Carr (Eds.), Teaching reading as thinking (Teleconference Resource Guide, pp. 11-17). Alexandria, VA: Association for Supervision and Curriculum Development. Ooka Pang, V. (2001). Multicultural education: A caring-centered, reflective approach. Boston: McGraw Hill.
38. Padrón, Y.N., & Knight, S.L. (1989). Linguistic and cultural influences on classroom instruction. In H.P. Baptiste, J., Anderson, J., Walker de Felix, & H.C. Waxman
39. (Eds.), Leadership, equity, and school effectiveness (pp.173-185). Newbury Park, CA: Sage. Padrón, Y.N., & Waxman, H.C. (1999) Effective instructional practices for English language learners. In H.C. Waxman & H.J. Walberg (Eds.), New directions for teaching, practice, and research (pp.171-203). Berkeley, CA: McCutchan.
40. Rivera, C., & Zehler, A. M. (1991). Assuring the academic success of language minority students: Collaboration in teaching and learning. Journal of Education, 173(2), 52-77.
41. Slavin, R.E., & Cheung, A. (2005). A synthesis of research on language and reading instruction for English language learners. Review of Educational Research, 75, 247- 2
42. Tharp, R.G. (1997). From at-risk to excellence: Research, theory, and principles for practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence.
43. Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority students. Washington, D.C.: National Center for Bilingual Education.
44. Waxman, H.C., Padrón, Y.N., & Knight, S.L. (1991). Risks associated with students’ limited cognitive mastery. In M.C. Wang, M.C. Reynolds, & H.J. Walberg (Eds.),
45. Handbook of special education: Emerging programs. (vol. 4, pp. 235-254). Oxford, U.K.: Pergamon.