Abstract:This article highlights the potential of teacher read‐alouds of informational texts for building academic vocabulary. These represent the general, high‐utility words with Greek and Latin roots and the discipline‐specific words associated with increased academic rigor of curriculum in the upper elementary grades. The author provides the theoretical underpinnings and underscores the importance of building and bridging oral academic vocabulary to written academic literacy through a series of linked, scaffolded le… Show more
“…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 .…”
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.
“…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 .…”
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.
“…Especially for the English subject in this activity, the Toba Regency Sports and Youth Education Office invited a team of 2 English tutors from the Faculty of Humanities, Universitas Sumatera Utara, Medan who are actively doing community service as an implementation of the Tridarma of Higher Education (Roessingh, 2020). This training activity is expected to equip teachers in Toba Regency, especially those located in remote and isolated areas, to be able to improve their teaching skills and improve the quality of learning so that they can compete with schools located in the City of Toba Regency.…”
Section: Introduction General Descriptionmentioning
The success of the learning process is inseparable from the competence of the teacher. As one of the determining factors for the success of learning, teachers are expected to continue to improve competency and literacy by adjusting to the times. However, with the end of the Covid 19 Pandemic hitting the world, learning platforms that used to use online learning have been changed back to using conventional learning modes. Realizing this transition, the Community Service Team from the Faculty of Cultural Sciences, University of North Sumatra conducted pedagogic training and increased literacy for English teachers throughout Toba Regency, North Sumatra Province from 15 May to 31 May 2023 in Balige, Toba Regency. By adopting an Action research pattern, this program was successfully implemented where the training participants consisted of junior high school teachers whose schools were mostly located in remote and isolated areas. The results of this community service program succeeded in increasing the literacy of English teachers in preparing teaching plans, and teaching practices, and evaluating innovative English lessons. The training participants hope that this activity can be carried out regularly and continuously so that English teachers in the District have good pedagogical literacy and can improve the quality of English learning.
Keywords: Improving; Literacy; English Teacher; Simulation
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