Kindergarten to Grade 12: English as a Second Language by Howard Research & Management Consulting Inc.

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Extra resources for Kindergarten to Grade 12: English as a Second Language Literature Review Update

Example text

This awareness supports the phoneme blending necessary for decoding words (Roberts & Neal, 2004). Phonemic awareness upon entry into kindergarten and first grade has been demonstrated to predict the acquisition of reading ability (Snider, 1997). An examination of the effectiveness of phonemic awareness instruction in five year old ESL learners indicated that compared to a control group, students who received instruction in this approach showed greater phonemic awareness, phonics knowledge, and scored higher on standardized tests of reading and writing one year later (Stuart, 1999).

British Columbia Ministry of Education, 1999, 2004; Alberta Learning, 1996). Many researchers and scholars have identified the importance of involving parents of ESL students in their children’s school activities (August & Pease-Alvarez, 1996; Boothe, 2000; Hardwick & Frideres, 2004; Rosberg, 1995; Villareal, 1999; Wei & Zhou, 2003). This includes ensuring that all school communication is accessible to language minority parents (August & Pease-Alvarez, 1996; Boothe, 2000), enhanced regular contact between teachers and language minority parents (August & - 41 - October 2009 ESL Literature Review Update Pease-Alvarez, 1996, Coltrane, 2003; Korkatsch-Grosko, 1998; Miller & Endo, 2004; Shore, 2004), and involving community members as volunteers (Boothe, 2000).

Given that student engagement in subject matter is related to how well the students can relate to the subject matter, the author emphasizes the importance of ensuring the subject matter in each activity is connected to the shared experience of the class. The paper presents activities which are designed to be implemented with minimal preparation. See the discussion of Diversity Sensitivity (to follow, under Leadership) for further discussion of strategies aimed at promoting diversity. , 1996) Update: Also included in the more recent literature as important supports for student success are: Providing students adequate time to complete tasks (Nesselrodt, 2007) Frequent, ongoing monitoring of student progress (Nesselrodt, 2007) Suitable textbooks (recent research, however, has highlighted the failings of current ESL texts: a discrepancy between real-life English language use and the use of language in ESL textbook suggestions, and textbooks’ lack of teaching the use of language in the proper context) (Jiang, 2006) Using Multiple Methods Kubota (1998) warns that viewing current popular methods of ESL instruction as panaceas leads to neglecting the specific needs of students.

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