Search

Effective disciplinary literacy instruction is an essential element in the education of multilingual learners. In this article, we provide an overview of disciplinary literacy as well as instructional approaches that support meaningful pedagogy for these students. We recognize that multilingual learners are already skilled at negotiating language use for different purposes in different contexts. This article describes opportunities to build on these strengths. Essential elements of teacher knowledge and practice are presented. Multiple resources for classroom practice are included.

The Common Core Learning Standards set forth learning goals for all students, including English learners, but this document does not provide information on effective literacy instruction for English learners or unpack the specific resources and challenges that bilingual students bring to the classroom. Language Standard 4 addresses morphological development across grade levels, a focus that holds particular advantages and issues for second language learners. In this article, we provide an overview of morphology as it is addressed through the CCLS, identify the issues around the development of morphological awareness in English for second language learners, and share effective instructional practices and resources for appropriately supporting the morphological development of bilingual students. (Contains 4 tables.)

The article presents findings for English teachers in the U.S. who work to meet the literacy needs of their linguistically diverse students. Research examined how teachers deal with both Emergent Bilinguals and students who speak English as their first language (L1s). Some of the reasons for challenges pose by academic language are identified, including words that are less likely to be used in everyday conversation.

The article explores how morphological instruction could increase morphological awareness and success in reading and writing for English language learners (ELLs). A research which outlines the benefits of this instruction on ELLs is discussed. The role of morphological awareness in preparing students to read with understanding is highlighted. The morphemes, the smallest unit of meaning in a word, is discussed. The special role of derivational morphology for ELLs is also examined.