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Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students
The present study examined the roles of different dimensions of syntactic skills in predicting reading comprehension within and across two languages with contrasting structural properties: Chinese and English. A total of 413 young Cantonese-English bilingual students in Hong Kong (202 first graders and 211 third graders) were tested on word order skill, morphosyntactic skill, and reading comprehension in both L1 and L2. Hierarchical regressions showed that after partialing out the effects of age, nonverbal intelligence, working memory, oral vocabulary, and word reading, word order skill was more predictive of reading comprehension in both L1 and L2 in grade 1 than morphosyntactic skill. In grade 3, morphosyntactic skill emerged to be an equally and even a more important skill than word order skill in L1 and L2 reading, respectively. In both age cohorts, L1 syntactic skills cross-linguistically predicted L2 reading comprehension even when age, oral language, and general cognitive skills were statistically controlled. Statistical equation modeling mediation analyses revealed that this syntactic transfer from L1 to L2 was mediated by L2 syntactic skills but not L1 reading comprehension. When we further investigated the transfer of individual syntactic skills, word order skill appeared to be more transferable than morphosyntactic skill early in grade 1, in support of the transfer facilitation model. The findings suggest that young bilingual students may draw on the correspondence between L1 and L2 syntax to support their L2 learning, hence informing educators of issues and strategies that they should take note of in designing an effective L2 learning program.
Journal Article
Building literacy with English language learners : insights from linguistics
\"How can linguistics help teachers of English language learners (ELLs) improve their instruction? What specific competencies do ELLs need to build in order to speak, listen, read, and write in a new language? Now revised and expanded with a broader view of literacy, this book has guided thousands of inservice and preservice teachers to understand the processes involved in second-language acquisition and help ELLs succeed. The authors explain relevant linguistic concepts with a focus on what works in today's diverse PreK-12 classrooms. Effective teaching strategies are illustrated with engaging classroom vignettes; the volume also features instructive discussion questions and a glossary. Coverage of timely topics, such as numeracy and the language innovations of text messages. \"-- Provided by publisher.
Book
Using Spanish-English Cognates in Children's Choices Picture Books to Develop Latino English Learners' Linguistic Knowledge
Educators can take advantage of Latino English learners’ linguistic backgrounds by teaching Spanish–English cognate vocabulary using the Children's Choices picture books. Cognates are words that have identical or nearly identical spellings and meanings in two languages because of their Latin and Greek origins. Students can learn to recognize cognates through morphology and orthography lessons on prefixes, root words, suffixes, and spelling patterns. A cognate database featuring the 2014 and 2015 Children's Choices picture books is presented in this article. The database permits teachers to select their own cognate vocabulary for read‐aloud lessons. Finally, a sample lesson plan for grades 2–4 is discussed as an example for incorporating morphology and orthography instruction to accompany the selected cognate vocabulary words.
Journal Article
My Eyes Move Dynamically
This paper investigated two adult English learners’ reading processes of reading informational texts through Retrospective Eye Movement Miscue Analysis (REMMA). The readers read two texts and retold what they read. Their reading was recorded by the Tobii Pro eye tracker. They watched their eye movement video and discussed their miscues and eye movements. The REMMA sessions helped the readers realize their misconception about reading, understand reading is meaning-making, uncover their strategies, and grow confidence. When readers have illusions about reading, secondary teachers and adult educators could invite them to share their reading views, talk about their reading, and discuss the importance of using images in informational texts.
Journal Article
\They Didn't Teach Us Well\: Mexican-Origin Students Speak Out About Their Readiness for College Literacy
This study reports on Mexican‐origin university students' perceptions of their K–12 literacy experiences and preparation for college‐level reading. Participants were first‐generation college students from Spanish‐dominant homes enrolled in a reading‐intensive course at a four‐year Hispanic‐serving institution. The study was conducted as part of an initiative to assist predominantly low‐income, Latino/Hispanic students enrolled in entry‐level reading‐intensive courses, with the goal of improving postsecondary persistence. Data consisted of individual interviews and participants' language and literacy autobiographies and were analyzed from an ecology‐of‐literacy perspective. Findings included contrasts between home and school literacy forms and practices, differences between high school and college as learning environments, linguistic discrimination experienced at school, and negative ideologies associated with Spanish as a barrier to the development of strong literacy skills in English. Suggestions are offered for improving academic literacy instruction for Mexican‐origin youths.
Journal Article
Literacy development with English learners : research-based instruction in grades K-6
\"As the number of students learning English in elementary schools across the country continues to grow, so does the body of research on their literacy development. This respected course text and teacher resource synthesizes cutting-edge scholarship on how to teach English learners (ELs) at all levels of English proficiency. Accessible chapters on key components of reading and writing combine theoretical issues with practical suggestions for the classroom. Case studies, vignettes, and samples of student work illustrate both the challenges facing emergent bilingual students and the types of high-quality instruction that can help them succeed. New to This Edition *Incorporates the latest research and key current topics, such as bilingual assessment. *Chapter on vocabulary instruction across the elementary grades. *Chapter on collaborative teaching and how to structure it. *Covers implementation of the Common Core State Standards with ELs\"-- Provided by publisher.
Book
The Role of Acculturation in Reading a Second Language: Its Relation to English Literacy Skills in Immigrant Chinese Adolescents
The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7-12 in Waterloo Region in and the metropolitan Toronto area of Ontario, Canada. Acculturation was measured by a questionnaire. Literacy skills, including vocabulary, reading fluency, and reading comprehension, were assessed individually using standardized tests. Hierarchical regression analyses reveal that degrees of acculturation to Canadian culture positively predicted English literacy skills after controlling for length of residence in Canada. Interestingly, acculturation explained unique variance in reading beyond variables in the simple view of reading, suggesting the independent contribution of sociocultural factors to second-language reading in adolescent English learners.
Journal Article