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Direct linkLems, Kristin – Reading Teacher, 2011
Native speakers of a language learn word play as part of the language acquisition process, but learners of a new language rarely get that opportunity. English has an unusually large number of opportunities for humorous puns, based on the complex system of spellings, pronunciations, and meanings of English words. There are three main categories of…
Descriptors: Figurative Language, Second Language Learning, English (Second Language), Language Proficiency
Anthony, Angela R. Beckman – Reading Teacher, 2008
Language production, or output, is not simply a product to demonstrate learning but part of the learning process. The output hypothesis, a theoretical model of second-language acquisition, proposes that second-language learners must produce the language they are learning in order to obtain a level of proficiency similar to that of native speakers.…
Descriptors: Second Language Learning, Literacy, Native Speakers, English (Second Language)
Montelongo, Jose A.; Hernandez, Anita C.; Herter, Roberta J.; Cuello, Jaime – Reading Teacher, 2011
Latino English learners (ELs) come to elementary classrooms with many English-Spanish cognates in their listening, speaking, reading, and writing vocabularies. Cognates are words that are orthographically, semantically, and syntactically similar in two languages because of a shared etymology. Some cognates are identical in both English and…
Descriptors: Cues, Etymology, Second Language Learning, Vocabulary Development
Aukerman, Maren – Reading Teacher, 2007
For second-language learners, "academic" language and "social" language are inextricably interwoven. Using examples from several primary classrooms, the author critiques current conceptualizations of second-language learning that distinguish between basic interpersonal communication skills and cognitive academic language proficiency (CALP). She…
Descriptors: Interpersonal Communication, Language Proficiency, Emergent Literacy, Communication Skills
Mohr, Kathleen A.J.; Mohr, Eric S. – Reading Teacher, 2007
Despite the need to use and develop their English-language proficiency, English-language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students. The Response Protocol is a framework consisting of six types of responses that students…
Descriptors: Standard Spoken Usage, Classroom Communication, Second Language Learning, English (Second Language)
Vardell, Sylvia M.; Hadaway, Nancy L.; Young, Terrell A. – Reading Teacher, 2006
Students learning English as a new language are the fastest-growing group in U.S. schools today. These students speak many languages, their reading levels cover a wide range, and they experience great cognitive demands as they learn both language and content in order to participate fully in class. Literature can play a critical role in immersing…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Childrens Literature
