Abstract:Contemporary K-12 standards-based educational reform has emerged as a central focus of scholarship in TESOL, with robust discussions (practical and theoretical) addressing the shift from ESL as a subject matter unto itself to teaching standards-based content in English (and the standardized assessment of students' achievement across those content areas, including literacy and reading). However, relatively few studies have examined how veteran ESL professionals understand themselves and what their work accompli… Show more
“…Drawing on students' resources does not merely involve their background experiences; their language histories and identities must also be taken into account (Morita‐Mullaney, 2018). When the role of the native language is dismissed, important linguistic resources are diminished (Morita‐Mullaney et al, 2022; Plaisance et al, 2018) and connections to students' linguistic and cultural identities are dissuaded (Chang & Viesca, 2022). Finally, because literacy interventions often take place outside of the general education classroom, designated ELs may be retracted from collaborative resources negotiated in their larger classroom communities, which can include use of their native languages.…”
Section: Literature Review and Conceptual Frameworkmentioning
confidence: 99%
“…These experiences were drawn from my background as a former bilingual administrator when general education elementary teachers would defer identified English learner (EL) students to a reading specialist. I found few studies examining how reading specialists work with ELs and what content and instructional approaches were most commonplace (Plaisance et al, 2018; Roessingh, 2020). I journaled: Literacy ate language .…”
Section: Introductionmentioning
confidence: 99%
“…For teachers, there is an ongoing debate on who is best suited to meet the literacy and/or ELD needs of ELs, including the general education teacher, the ESL teacher, and the reading specialist. For the content, there is tension around ELD or literacy being the primary focus, or the misconception that they are the same versus interrelated (Plaisance et al, 2018). Yet in settings throughout the world where language learners attend, the likelihood of a reading specialist serving multilingual students is high.…”
Scripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade‐level reading comprehension. Most literacy programs lack an explicit focus on oral language, vocabulary in use, and immersive writing, needed areas to improve reading comprehension and English proficiency among designated ELs. Literacy interventions often work in tandem with English as a second language (ESL) instructional delivery or as a substitute and are staffed with personnel trained in reading interventions, but do not necessarily involve the principles of English language development or multilingualism. In this case study, the researchers examine a literacy intervention and how it is interpreted and implemented by elementary reading specialists. Findings demonstrate that reading teachers following the literacy intervention protocol fostered oral language and vocabulary, yet the emphasis was on reading, with very little time focused on writing. Implications point to the need for reading programs to conceptualize their teaching within a framework of English language development and multilingualism, instead of defaulting to reading interventions alone. A mapping in collaboration with general education, ESL, and reading teachers is needed to foster congruence across literacy and language learning. The authors call upon stakeholders implementing literacy programs to conceptualize multilingual language and literacy resources that encompass oral language, vocabulary, and immersive writing.
“…Drawing on students' resources does not merely involve their background experiences; their language histories and identities must also be taken into account (Morita‐Mullaney, 2018). When the role of the native language is dismissed, important linguistic resources are diminished (Morita‐Mullaney et al, 2022; Plaisance et al, 2018) and connections to students' linguistic and cultural identities are dissuaded (Chang & Viesca, 2022). Finally, because literacy interventions often take place outside of the general education classroom, designated ELs may be retracted from collaborative resources negotiated in their larger classroom communities, which can include use of their native languages.…”
Section: Literature Review and Conceptual Frameworkmentioning
confidence: 99%
“…These experiences were drawn from my background as a former bilingual administrator when general education elementary teachers would defer identified English learner (EL) students to a reading specialist. I found few studies examining how reading specialists work with ELs and what content and instructional approaches were most commonplace (Plaisance et al, 2018; Roessingh, 2020). I journaled: Literacy ate language .…”
Section: Introductionmentioning
confidence: 99%
“…For teachers, there is an ongoing debate on who is best suited to meet the literacy and/or ELD needs of ELs, including the general education teacher, the ESL teacher, and the reading specialist. For the content, there is tension around ELD or literacy being the primary focus, or the misconception that they are the same versus interrelated (Plaisance et al, 2018). Yet in settings throughout the world where language learners attend, the likelihood of a reading specialist serving multilingual students is high.…”
Scripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade‐level reading comprehension. Most literacy programs lack an explicit focus on oral language, vocabulary in use, and immersive writing, needed areas to improve reading comprehension and English proficiency among designated ELs. Literacy interventions often work in tandem with English as a second language (ESL) instructional delivery or as a substitute and are staffed with personnel trained in reading interventions, but do not necessarily involve the principles of English language development or multilingualism. In this case study, the researchers examine a literacy intervention and how it is interpreted and implemented by elementary reading specialists. Findings demonstrate that reading teachers following the literacy intervention protocol fostered oral language and vocabulary, yet the emphasis was on reading, with very little time focused on writing. Implications point to the need for reading programs to conceptualize their teaching within a framework of English language development and multilingualism, instead of defaulting to reading interventions alone. A mapping in collaboration with general education, ESL, and reading teachers is needed to foster congruence across literacy and language learning. The authors call upon stakeholders implementing literacy programs to conceptualize multilingual language and literacy resources that encompass oral language, vocabulary, and immersive writing.
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