What Language Counts in Literature Discussion? Exploring Linguistic Mediation in an English Language Arts Classroom

DeNicolo, Christina Passos

doi:10.1080/15235882.2010.502799

Cited by 20 publications

(12 citation statements)

References 27 publications

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“…Through mediation, the examiner enables the young DLL to navigate through the assessment and to negotiate the relationship between all the languages in the student's repertoire. Because many schools or classrooms have language practices that do not allow bilingual students to use their entire linguistic repertoire (Canagarajah, ; DeNicolo, ; O. García, ), the examiner should encourage young DLLs to use all their languages, including mixing them if needed, to demonstrate their language and literacy abilities, skills, and knowledge. Although the examiner and the young DLL work together to negotiate language differences in multiple languages, this negotiation is not confined to the use of languages.…”

Section: Proposed Frameworkmentioning

confidence: 99%

A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States

Guzman‐Orth

López

Tolentino

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T A Framework for the Dual Language Assessment of Young Dual Language Learners in the United StatesDanielle Guzman-Orth, Alexis A. Lopez, & Florencia TolentinoEducational Testing Service, Princeton, NJ Dual language learners (DLLs) and the various educational programs that serve them are increasing in number across the country. This framework lays out a conceptual approach for dual language assessment tasks designed to measure the language and literacy skills of young DLLs entering kindergarten in the United States. Although our examples focus on Spanish-English DLLs, we anticipate that our recommendations could be broadly applied to other language combinations with appropriate adaptations for each language.

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Section: Proposed Frameworkmentioning

confidence: 99%

A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States

Guzman‐Orth

López

Tolentino

2017

ETS Research Report Series

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“…Lynn had worked at the school for many years in a variety of roles, from parent liaison to language arts teacher (DeNicolo, 2010;DeNicolo & Fránquiz, 2006). Students and parents viewed her as a resource due to her willingness to draw on her knowledge as educator, mother, and African American woman to address concerns and provide support to students.…”

Section: In the Midwest: Challenging Majoritarian Tales Of Urban Kidsmentioning

confidence: 98%

Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners

Fránquiz

Salazar

DeNicolo

2011

Bilingual Research Journal

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This article argues that teacher-education programs often promote surface conceptions of inclusivity that limit preservice teachers' ability to understand and build upon the lived experiences of culturally and linguistically diverse youth. Conventional wisdom implies that teachers of color are native informants of these lived experiences; however, teacher educators should create opportunities for all teacher candidates to challenge prevalent myths about communities of color. Using critical race theory (CRT) and Latino critical race theory (LatCrit) the authors discuss a framework whereby teacher educators invite their students to construct counterstories through practices such as eliciting autonarratives, providing opportunities for reflective writing assignments, and coaching for equity.

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“…In literature discussion groups, children with different English proficiency levels and diverse linguistic backgrounds have found space to practice their voices. DeNicolo () found that when ELs “continued to work with one another it appeared that struggling to understand one another became a meaningful, purposeful, and necessary task” (p. 236). Heath () suggested that in order for children in a minority group to acquire mainstream, school‐based literacy practices, with all the oral and written language skills involved, they must reiterate at an appropriate level the sorts of literacy experiences the mainstream child has had at home.…”

Section: Best Practices For Elsmentioning

confidence: 99%

Enhancing English Learners' Language Development Using Wordless Picture Books

Louie¹,

Sierschynski²

2015

Read Teach

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This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self‐authored texts. The wordless picture books contain all the literary elements and text structures that books with text have. Wordless picture books, without the language demands, invite ELLs to share the reading experience and to construct meaning from the viewing experience. Since wordless picture books vary in its complexity, booklist indicating level of complexity with annotations is provided for K‐5 students. Classroom discussion and writing samples are also included to demonstrate the four stages of this instructional approach.

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What Language Counts in Literature Discussion? Exploring Linguistic Mediation in an English Language Arts Classroom

Cited by 20 publications

References 27 publications

A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States

A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States

Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners

Enhancing English Learners' Language Development Using Wordless Picture Books

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