Understanding Language and Literacy Development E-Book

Xiao-lei Wang

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 944

Veröffentlichungsjahr: 2014

Beschreibung

Understanding Language and Literacy Development: Diverse Learners in the Classroom offers effective supporting strategies to address the cultural and linguistic diversity of students in contemporary classrooms.

• Discusses learners with different linguistic abilities—infancy, early childhood, middle childhood, and adolescence—by suggesting effective ways to reach them based on their strengths and needs
• Emphasizes language and literacy supporting strategies in a variety of everyday classroom settings
• Includes activities and questions to motivate readers to think and develop their own perspectives on language and literacy development
• Considers a variety of different language acquisition experiences, including monolingual, multilingual, and language impairment
• Discusses different types of literacies, including digital and hypertext
• Connects language and literacy development to identity and motivation to contextualize learning styles for pre-service teachers
• Supported by a companion website that includes additional resources such as PowerPoint presentations by chapter and a summary of relevant information from the Common Core K–12 English Language Arts Standards

Leseprobe

Understanding Language and Literacy Development

Diverse Learners in the Classroom

Xiao-lei Wang

This edition first published 2015 © 2015 John Wiley & Sons, Inc.

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Library of Congress Cataloging-in-Publication Data is available for this book.

ISBN 9780470674291 (hardback); ISBN: 9780470674307 (papberback)

A catalogue record for this book is available from the British Library.

Cover image: Study group © sturti /iStockphoto; Girl reading © Aaraujo /Shutterstock; Mother and baby © Evgeny Atamanenko /Shutterstock; School boy using tablet PC © michaeljung / Shutterstock

Contents

Acknowledgments

About the Companion Website

About the Book

Reasons to Read the Book

Unique Approaches of the Book

Overview of the Book

Key Terms

Notes

Part I: Introduction

Chapter 1: Working with Diverse Students: Some Important Issues

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Importance of Teacher Knowledge on Language and Literacy

Critical Discourse Analysis Conceptual Framework

Transformative Pedagogy

Evolving Definition of Literacy

Reconceptualization of the Labels for Diverse Students

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Chapter 2: Complex Factors That Influence Language Acquisition and Literacy Development

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Language As a Genetically Predispositioned Human Universal

Biological Factors

Ecological Factors That Influence Language and Literacy Development

Language Divergence Factors

Modality Factors

Motivation and Identity Factors

Types of First Language Acquisition

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Language Sample Analysis I

Part II: Developing Language and Emergent Literacies: Divergent Abilities in Infancy and Early Childhood (Birth to 5)

Chapter 3: Acquiring One Linguistic System: First Language Acquisition

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Typical Development Profile in Infancy and Early Childhood

Developing Essential Language Abilities

Special Issues Related to Language Acquisition

Developing Emergent Literacies

Special Issues Related to Emergent Literacy Development

Supporting Language and Emergent Literacy Development in Infancy and Early Childhood

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Chapter 4: Acquiring More Than One Linguistic System: Multilingual First Language Acquisition

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Cognitive Attributes of Acquiring More Than One L1

Complex Issues about Acquiring More Than One L1

Developing Essential Multilingual Linguistic Abilities

Developing Emergent Multilingual Literacies

Supporting Emergent Multilingual and Multiliteracy Development in Early Childhood

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Chapter 5: Acquiring First Language(s) with Difficulties

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Language Impairment in Infancy and Early Childhood

Developmental Profiles of Children with LI

Language Development Characteristics of Children with LI

Development of Emergent Literacies

Supporting Strategies for Children with LI in Early Childhood

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Language Sample Analysis II

Speech Sample 1: Monolingual Child

Speech Sample 2: Multilingual Child

Speech Sample 3: Child with Down Syndrome

Part III: Developing Language and Literacies: Divergent Abilities in Middle Childhood (6–11)

Chapter 6: Typical Development of Language and Literacies in Middle Childhood

Prereading Activities and Questions

Topics to Be Addressed in This Chapter

Typical Developmental Profile in Middle Childhood

Major Language Developmental Characteristics in Middle Childhood

Phonological Development

Development of Literacies in Middle Childhood

Special Issues

Supporting Language and Literacy Development in Elementary Grades

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Chapter 7: Learning a New Language in Middle Childhood

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Learning a Ln in Middle Childhood

Ln Development in the School Environment

Develop Literacies in the New Language

Supporting Strategies for Learners of English As a Ln

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Chapter 8: Language Impairment in Middle Childhood

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Language and Literacy Development Focus for Elementary Students with LI

Language Developmental Characteristics of Children with LI in Middle Childhood

Literacy Development of Children with LI in the Elementary Grades

Supporting Strategies for Children with LI in the Elementary Grades

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Language Sample Analysis III

Writing Sample 1: Monolingual Student

Writing Sample 2: Monolingual Student

Writing Sample 3: Ln Learning Student

Writing Sample 4: Student with LI

Part IV: Developing Language and Literacies: Divergent Abilities in Adolescence (12–18)

Chapter 9: Typical Development of Language and Literacies in Adolescence

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Typical Developmental Profile in Adolescence

Language and Literacy Development Focus

Major Language Development Characteristics in Adolescence

Special Issues in Adolescent Language Development

Academic Literacy Development in Adolescence

Supporting Strategies for Adolescents

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Chapter 10: Learning English As a New Language in Adolescence

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Characteristics of Learning a Ln beyond the Sensitive Period

Acquiring a New Language in Adolescence

Developing Academic Literacy in a Ln

Supporting Strategies for English Ln Learners in Adolescence

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Chapter 11: Language Impairment in Adolescence

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Language Developmental Characteristics of Adolescents with LI

Literacy Development of Adolescents with LI

Supporting Strategies for Adolescents with LI

Summary of Key Points

Key Terms

Notes

Recommended Further Readings

Language Sample Analysis IV

Writing Sample 1: Monolingual Student

Writing Sample 2: Ln Learning Student

Writing Sample 3: Student with LI

Part V: Theoretical Perspectives on Language and Literacy Development and Learning

Chapter 12: Theories That Explain Language Acquisition and Literacy Development

Prereading Questions and Activities

Topics to Be Addressed in This Chapter

Functions of Theories

Theories that Explain L1 Acquisition and Development

Theories That Explain Multilingual L1 Acquisition

Theories That Explain Ln Learning

Theories That Explain LI

Theories That Explain the Narrative Development Process

Theories That Explain the Literacy Development Process

A Theory That Explains Discourse Analysis

The Bottom Line Regarding Theories

Summary of Key Points

Key Terms

Recommended Further Readings

Exit Self-Evaluation

Appendix: Examples of Standardized Language Assessments

Glossary

References

Index

End User License Agreement

List of Illustrations

Chapter 2

Figure 2.1 Location of lobes, Broca's area and Wernicke's area.

Chapter 3

Figure 3.1 Language components

Figure 3.2 Human vocal tract

Chapter 6

Figure 6.1 Word web

Guide

Cover

Table of Contents

Introduction

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Acknowledgments

I credit the existence of this book to Danielle Descoteaux, the senior acquisitions editor of psychology and linguistics of Wiley Blackwell. I received an email from Danielle on November 16, 2010, asking whether I was interested in writing a book related to language development. This invitation has turned out to be a great opportunity for me to produce a book that is much needed for preparing preservice teachers to meet the Common Core State Standards and edTPA requirements in teacher education programs. Danielle, thank you!

Working with the staff at Wiley Blackwell has truly been a pleasure. I would particularly like to thank Julia Kirk, the senior project editor, for your patience, constant help, and support in the writing process. Julia has never failed to check upon my progress. Julia, it is thanks to you that I was able to complete the book on time.

The input of the anonymous reviewers helped the book find its shape. For example, the idea of putting the theories at the end of the book instead of at the beginning was proposed by one of the reviewers. The reviewers have also provided valuable suggestions for the revision of the book. I am deeply indebted to you for your guidance.

I also would like to thank Dean Andrea Spencer of the School of Education at Pace University for granting me a semester of sabbatical leave and the Pace Kenan Scholarly Research Committee for granting me a course release to work on the book. Without your generous support, I would not have been able to find the time to write this book.

My ED 650 students in the 2013 spring semesters and ED 632 and TCH 452 students in the 2013 fall semesters have graciously “experimented” with the book drafts. Your feedback about the book has been most helpful. I would like to thank in particular Amelia Nelson, Shannon Melissa Summers, Keisey Igo, Amanda Eisner, Theresa Connelly, Danielle Frasca, Danielle Rodriguez, Mellissa Silva, Nora Rugova, and Alex Lengers for contributing your language samples.

I would like to express my appreciation to several of my present and past graduate assistants for helping me with the book at its different stages: Amanda Albano, Theresa Connelly, Jennifer Argenta, Deborah Hurdis, and Courtney Klein. Without your hard work, some tedious but important jobs simply could not have been accomplished.

Last, but not least, my gratitude goes to my husband, Philippe, and sons, Léandre and Dominique, for your moral support and humor. You always help me find meaning in what I do!

About the Companion Website

This book is accompanied by a companion website:

www.wiley.com/go/wang/langandlit

This website includes:

For Instructors

Powerpoint slides for each chapter

Sample Syllabus

Suggested key activities

For Students

A Summary of the Common Core K-12 Key Language And Literacy Standards

About the Book

Reasons to Read the Book

This book is about the language and literacy developmental characteristics of children and adolescents with different abilities. Especially, this book is about how to use effective supporting strategies in classroom settings to help all students learn across subject contents. Some of you may be eager to find out what is in it, whereas others would not have touched the book if it were not a course requirement. To those of you who are not so enthusiastic about the topic of language and literacy development and believe that it is seemingly unrelated to the subject area that you are teaching or plan to teach, I would like you to meet Peter, a new math teacher in Herald High School (see Box 0.1). I hope that the challenges he encountered will convince you to give this book a real try.

Box 0.1 Peter's Challenge – Student Diversity

Peter had looked forward to meeting his ninth-grade students in Herald High School since he was offered a teaching position in June. During the summer, he carefully studied the topics in the geometry textbook and prepared detailed lesson plans for the whole year. By the end of August, Peter was certain that he was more than ready to teach geometry! Indeed, Peter had all the reason to be confident; he received his Master's degree from a reputable teacher education program, had successfully completed his student teaching in a local high school, and was well prepared for the ninth-grade geometry content.

On the first day of school in September, Peter was excited. He put on his new outfit and headed for the school. While driving to school, he mentally went over what he had prepared to do in his first geometry class.

When Peter entered his second period geometry class, 23 students eagerly checked him out with their curious eyes. Peter briefly introduced himself and began the class with a quiz to find out how well the students understood basic geometry concepts. While the students were completing the quiz, he noticed that some of them were staring at the quiz and appeared to be struggling. He approached one student and asked whether he needed any help. The young man told him that he did not understand what they were asked to do and he did not understand the problems in the quiz. Peter rephrased the quiz problems several times. However, the student showed no signs of understanding. Several other students in the class were also experiencing the same difficulty. Peter quickly collected the quiz and went on with the lesson he had planned. Thirty minutes into teaching, Peter was surprised to notice that some students seemed to have difficulties understanding what was written in the handouts. He was frustrated that he was not able to get through to his students with what he had planned.

He hurried to find out how his students did on the quiz immediately after his class left the room. To his dismay, half of his students completely missed the problems and gave wrong answers; some could not write coherent sentences. Peter had thought ninth graders should be able to read and write quite well.

When school ended at 2:30 p.m., Peter decided to find out some information about his students. He went to the Guidance Office and checked the students' files. The students in his second period geometry class were from diverse socioeconomic, cultural, linguistic, and developmental backgrounds. Fifteen of them had come to the country within the last three years from non-English speaking countries. Two were identified with autism spectrum disorder (ASD), one with Attention Deficit Hyper Activity Disorder (ADHD), and two with specific language impairment (SLI). Moreover, they were from a wide range of cultural backgrounds: White American, African American, Chinese, Thai, Tongan, Haitian, Ecuadoran, Mexican, Iranian, and Sudanese.