Latino Children Learning English: Steps in the Journey

Latino Children Learning English: Steps in the Journey

by Guadalupe Valdes, Sarah Capitelli, Laura Alvarez
     
 

This timely and incisive book examines the ways in which English language proficiencies develop in newly arrived immigrant students. Beginning by describing the challenges faced by children who currently attend segregated schools in many parts of the country, the authors offer a detailed account of the developing English language proficiencies of K-3 children from

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Overview

This timely and incisive book examines the ways in which English language proficiencies develop in newly arrived immigrant students. Beginning by describing the challenges faced by children who currently attend segregated schools in many parts of the country, the authors offer a detailed account of the developing English language proficiencies of K-3 children from one after-school intervention program. Using the experiences of these children as a lens, the authors debunk commonly held views of young children as rapid and effortless learners of new languages.

Essential reading for classroom teachers, students, researchers, and policymakers, this authoritative book:

Offers principles for designing an integrated practice for educating English language learners.

Describes interactions between volunteer "English Buddies" and ELL children to highlight ways in which children begin to comprehend and produce English.

Includes examples of materials and activities that can be used with young ELL children to engage them in new-language interactions.

Analyzes the effectiveness of current practices designed to accelerate the second language acquisition process.

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Product Details

ISBN-13:
9780807751459
Publisher:
Teachers College Press
Publication date:
11/21/2010
Series:
Multicultural Education Series, #44
Pages:
264
Product dimensions:
6.10(w) x 9.10(h) x 0.80(d)

Table of Contents

Series Foreword James A. Banks ix

Acknowledgments xv

Introduction 1

The Challenge of Acquiring English 2

The Challenge of Linguistic Isolation 6

How One-on-One English Started 8

The Development of One-on-One English 10

Overview of the Book 12

1 Realistic Expectations: English Language Learners and the Acquisition of "Academic" English 15

The Field of Second Language Acquisition 16

Key Limitations of Existing Research on SLA 31

Second Language Acquisition, Assessment, and Immigrant Children in Schools 36

The Concept of Academic Language 39

Schools, Immigrant Children, and Second Language Acquisition 41

2 One-on-One English: A Design Experiment 43

The Setting 43

Golden Hills Elementary and One-on-One English 45

Design Research 47

Preimplementation Activities 54

Implementation Activities 58

Retrospective Analysis 63

Reflections on One-on-One English 68

3 Interactions and Affordances 69

Talking and Interacting 70

Types of Interactions 72

Communicative Challenges 91

Volunteer-Child Interactions: A Summary 94

4 The Development of L2 Interactional Competence 97

Getting Started 97

Receptive Proficiencies: Change Over Time 101

Productive Proficiencies: Change Over Time 107

Individual Differences, Varying Opportunities, and Change Over Time 126

Children's Developing L2 Proficiencies 133

5 Growth Seen From a Combined Perspective: The Challenge of Measuring Children's Language Production 135

The Challenges of Measuring Language Growth 135

The Narrative Elicitation Procedure 137

Analysis of Children's Narratives 138

Summary: What Change Looks Like 162

Implications for Assessment 164

6 Reflections on One-on-One English 170

Change Over Time in Children's Language: A Retrospective View 171

How Affordances Mattered 174

Implications of the Project for the Education of English Language Learners 179

The Kinds of English That Must be Acquired for Immigrant Children to Succeed in School 181

Toward an Integrated Practice for Educating English Language Learners: Key Principles 191

Final Thoughts: Design Experiments and English Language Learners 200

Appendix A Transcription Conventions 203

Appendix B Complete Summary of Children's Turn Types 205

Appendix C Comparison of English Language Proficiency Standards in CELDT, WIDA, and ELDA (Levels 3-5) 207

Appendix D Bibliography of Children's Books 211

Notes 213

References 219

Index 235

About the Authors 246

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