’The book makes a contribution to the education of English language learners. It provides practical instructional suggestions for teachers of both ELLs and SELs that are informed by a deep understanding of theories of second language and second dialect acquisition and the development of reading and writing proficiencies.’
—Guadalupe Valdés, Professor of Education
Stanford University
’The concepts of gaps and bridges are clearly articulated up front and provide a well-structured theme that unites the various parts of the text. The use of this structure provides a logical and coherent mechanism for providing a complete picture of the problem—the literacy gap between ELs and native speakers—and a means for addressing this problem.’
—Kristina Anstrom, Senior Research Scientist
The George Washington University Center for Equity and Excellence in Education
Build bridges of support so English language learners can learn alongside their peers!
English language learners (ELLs) and standard English learners (SELs) face multiple gaps as they strive to achieve, so educators need to take a holistic, comprehensive approach to bridge those gaps and meet the needs of ELLs and SELs in the classroom.
Based on an original, well-researched framework, this much-needed resource provides practical strategies for supporting learning and success for ELLs. The authors provide strategies, examples, and classroom tools to address:
- The gap between students and texts: covering word recognition, background knowledge, comprehension, and academic language development
- The gap between students and teachers: including socio-cultural differences between teachers and students, and teacher perceptions and expectations
- The gap between students and their peers: discussing language proficiency differences, grouping strategies, and grade-level and schoolwide programs
The Literacy Gaps helps educators give ELLs the skills they need to close the most important gap of all: the achievement gap.
Innehållsförteckning
Acknowledgments
About the Authors
1. Introduction to the Achievement Gap and the “Literacy Gaps Model”
Demographic Patterns
Language Spoken and Socioeconomic Factors
ELL Achievement
Standard English Learners
The National Literacy Panel
The Literacy Gaps Model
Overview of Book Chapters
Summary
2. Decoding: Word Recognition Strategies and Fluency
Introduction
The Gap Between the Student and the Text
Decoding and Readability of Text
Decoding
English Language Development
Background Knowledge
Summary
3. Background Knowledge and Experiences
Schema Fit: Becoming a Text Participant
Context: Becoming a Text User (Active Participant)
Linkages: Becoming a Text Analyst (Reading Critically)
Summary
4. Comprehension
Comprehension Gap
Academic Language
Passage Comprehension
Summary
5. English Language Development and Academic English
Specialized Language Needs of ELLs
Needs of Standard English Learners
Academic Language Development Lesson Plan
Summary
6. Perceptions and Expectations
Were Called on Less Frequently and Were Provided Less Time to Respond
Were Given the Answer Rather Than Helped to Solve the Problem Themselves
Were Criticized More Often, and Praised Less
Were Paid Less Positive Attention, but Disciplined More Strictly
7. Cultural Differences
Connecting the Literacy Domains in Second Language Acquisition
Parental Involvement and the Literacy Domains
Culturally Responsive Teaching
Comprehensive Education
Multidimensional Approaches
Empowerment
Transformative Learning
Emancipatory Education
Summary
8. Socioeconomic Differences
Implicit and Explicit Codes
Discourse Patterns
Interactional Styles
Written Language Codes
Resource Access
Summary
9. Language Variables
Academic Language Competence
Summary
10. Grouping Strategies
Micro Structures That Bridge Language Proficiency Gaps
Macro Structures That Bridge Language Proficiency Gaps
Summary
11. Beyond the Gap/Envisioning the Future
The Literacy Gaps Model
Summary
Glossary
Index
Om författaren
June Hetzel, professor and dean of the School of Education at Biola University, grew up in the culturally and linguistically rich basin of the San Francisco Bay Area in the Franklin Mc Kinley School District in south San Jose. Her childhood background shaped her passion for access for all learners. Her teaching experiences in Los Angeles and Orange Counties, Africa, and Thailand have provided her with insight into working with elementary and secondary students and adults in multilingual, multicultural settings. Additionally, she has enjoyed travel throughout Europe and on a trip to Oxford University, presented “The Three Literacy Gaps and Title III of NCLB, ” co-authored with Ivannia Soto-Hinman, at the Oxford Round Table at Harris Manchester College, Oxford University, upon which the book The Literacy Gaps is based. In partnership with Ivannia Soto-Hinman, the model has been refined for ELLs and SELs, developing into its current form. With 30 years in education, Hetzel remains passionate about literacy. She facilitates local volunteer tutoring partnerships and she and her husband, Geoff, enjoy leading teams of literacy teachers overseas to work with English language learners. A long-time member of the International Reading Association and the Delta Kappa Gamma Society International, Hetzel has authored many literacy resource books and currently freelances for Purposeful Design Publications, serving as a content editor for two textbook series, including the English as a Foreign Language series. She earned her MS in reading education from Cal State Fullerton and her Ph D from Claremont Graduate University.
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