Journal Article

Lingua Anglia: Bridging Language and Learners: English Learners and Morphology in the Secondary English Classroom: Tools for Teachers

Hickey, Pamela J., Reiter, Michael, Lewis, Tarie

2014

Overview

This article examines the ways in which explicit morphological instruction can increase morphological awareness, which, in turn, can lead to greater success in reading and writing for English language learners (ELL). The authors will share research supporting morphological instruction, its specific benefits for ELLs, and a variety of ways for you to integrate morphological awareness activities into your teaching. There is a well-established research base on the critical role that morphological knowledge plays in vocabulary growth and reading comprehension (Carlisle, \"Aware-ness\"; Nagy, Berninger, and Abbott). A growing body of research highlights the particular importance of explicit morphological instruction for English language learners (Kieffer and Lesaux, \"Effects,\" \"Morphing\": Lesaux, Kieffer, Faller, and Kelley). Furthermore, given that ELLs tend to have lower morphological awareness than English Only students (Carlo et al.), morphological instruction may be particularly effective for ELLs (Goodwin and Ahn).

• Publisher: National Council of Teachers of English
• Subject: American literature / English as a Second Language Instruction / English as a second language learning / English as a Second Language Teaching Methods / English language learners / English teachers / Grammar Instruction / Jewish literature / Language / Learning / Linguistic morphology / Literacy / Morphemes / Morphological Processing / Morphology / Nouns / Reading / Reading comprehension / Reading instruction / Salinger, J D (Jerome David) (1919-2010) / Students / Suffixes / Syntax / Teaching / Word capitalization / Words