No Limits to Literacy for Preschool English Learners by Theresa A. Roberts (Engl

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Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages 3 to 5.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

'This book offers a foundation in language and literacy that greatly benefits dual language learners.'uPamela S. Allen, Lead Teacher/Gifted FacilitatorBallantyne Elementary School, Charlotte, NCProduce strong language and literacy outcomes for the youngest English learners!Research and practice have established that early oral language and literacy skills development can predict later academic success. But how do young children whose first language is not English become proficient learners, and which classroom strategies have the most impact on literacy learning? This valuable resource helps teachers understand how English learners (ELs) ages 3 to 5 acquire the foundations for literacy and offers practical, research-based strategies for teaching language and literacy skills. Theresa A. Roberts, an expert literacy practitioner and researcher for preschool ELs, offers strategies that have been field-tested and proven effective by more than 1,000 early childhood educators. One of the few literacy resources available that focuses exclusively on preschool ELs, this book helps teachers of young children: Understand the essential elements for building early literacy skills, including teaching the alphabetic principle, phonological awareness, and vocabularyEncourage family involvement and nurture the home-school allianceBuild on children's primary languageStrengthen preschool programs serving young ELs No Limits to Literacy for Preschool English Learners shows teachers how to lead children to high levels of literacy competence, engagement, and enjoyment!

Author Biography

Theresa Roberts is currently a professor of child development at California State University, Sacramento. She has published studies on early literacy development with a focus on children who are learning English as a second language in journals such as Reading Research Quarterly, Journal of Educational Psychology, and Contemporary Educational Psychology. Her research interests include alphabet and vocabulary learning, classroom instruction experiments, and family engagement. She has collaborated with preschool and elementary teachers to develop instruction programs and teacher training on these topics. She was a member of the panel of experts that developed the State of California Prekindergarten Guidelines. She also serves as a research consultant for the California Preschool Instructional Network (CPIN) and is a consultant on an Early Reading First grant. She is an elected voting member of the Society for the Scientific Study of Reading, a reviewer for the Journal of Educational Psychology and Applied Linguistics, and sits on the editorial board of Reading Psychology. She earned her doctorate from the University of California, Los Angeles.

Table of Contents

AcknowledgmentsAbout the AuthorIntroduction1. Resources English Language Learners Bring to Literacy LearningThe Language and Literacy WellspringThe Emotional WellspringThe Motivational WellspringThe Family WellspringThe Cultural WellspringConclusion2. Building On and Scaffolding With Primary LanguageWhy Support Children's Primary Language?Primary Language and Literacy AchievementAdding Some Magic: Metacognitive BenefitsBeyond the Words: Social-Emotional Aspects of Primary LanguageWhat Happens to the Primary Language When Children Enter Preschool?Using Primary Language for Social Communication and Social-Emotional PurposesBenefits of Using Primary Language for Literacy LearningPrimary Language ResourcesPractices for Supporting Primary Language at HomeDifferent Primary Language ProgramsSpending "Time on Task" in EnglishPatience in Achieving BilingualismConclusion3. Oral Language Development in a Second LanguageSecond Language Learning in Naturalistic SettingsSecond Language Learning in Preschool SettingsExamining the Silent or Receptive Stage in Second Language AcquisitionLearning About Language Acquisition From CaregiversCultural Variations in Caregiver Speech and a Challenge for EducatorsLanguage for Basic Communication and Academic LearningHow Children Learn the Meaning of WordsLearning Words From InstructionThe Relationship Between Oral Language and Second Language LiteracyClassroom Contexts for Language DevelopmentThe Wonder and Limits of Storybook ReadingConversations With ChildrenLanguage Development During Center TimeTalking-Up Routines and TransitionsMealtime Opportunities for TalkingLanguage and Literacy Enhanced PlayTeacher Oral Language: An Elephant in the RoomHome Influences on Second Language LearningConclusion4. Befriending the Alphabet: Why and HowCan Children With Limited Knowledge of English Learn the English Alphabet?Why Explicit Instruction Is BeneficialGoing Deeper Into the AlphabetShould Letter Names or Letter Sounds be Taught First?How Should the Uppercase and Lowercase Letters be Taught?Learning Personal NamesMaking the Connection Between Letters and Meaningful Printed WordsWriting Helps Children Learn the AlphabetTeaching the Alphabet in a Language Other Than EnglishHow Much Letter Instruction Is Needed?Conclusion5. Sounds in Words: Phonological AwarenessWhat is Phonological Awareness?Words: The Foundation of Phonological AwarenessUnnatural Aspects of Phonological AwarenessPreschool Phonological Awareness and Later ReadingCan Preschool Children Learn Phonological Awareness?Connections Between L1 and L2 Phonological AwarenessLearning Phonological Awareness in a Second LanguageThe Joined Hands of Vocabulary and the AlphabetDoes Second Language Pronunciation Matter?How Much Phonological Awareness Do Preschool English Learners Need?What's Up With Rhyming?Making Sounds Stand Still and Be ConcreteThe Language Used in Phonological Awareness InstructionConclusion6. Curriculum, Instruction, and Literacy ActivityEssential Elements of an Effective CurriculumAn Articulated CurriculumMatching Goals With Teaching Strategies/ActivitiesThe Language of InstructionBuilding Relationships While Fostering LiteracyTeachers' Support and Instructional RolesThe Value of Small Groups and One-one-One TeachingIncreasing Opportunities for Teachers' Support RoleThe Language of Relationship BuildingThe Benefits of Explicit InstructionHigh-Quality Teaching and LearningChild Choice and Literacy InstructionUsing Assessment to Benefit ChildrenTeachers: The Critical IngredientProgram and Instruction EvaluationsChallenges for Moving ForwardConclusion7. Engaging Family CaregiversCreate an AllianceFocus on Language and LiteracyThinking Processes and Positive Relationships Working TogetherHome Emotional Support for LiteracyHome Cognitive Support for LiteracyFamily Responsive and Family Tailored ApproachesTeacher Influences on Family EngagementFamily Caregivers and Children Reading TogetherFamily Caregivers and Children Playfully Solving Problems TogetherEngaging Family Caregivers in the ClassroomOne Model for Engaging FamiliesHigh-Quality Family Engagement PracticesConclusion8. Motivation for LiteracyCharacteristics of Motivated ChildrenAre All Preschool Children Highly Motivated for Literacy?Linkages Between Preschool Motivation and Later ReadingThe Need for Competence and Mastery-Inside Every ChildEffectance Motivation Theory Moves ForwardThe Motivational Link Between Thinking and EmotionMastery and Performance OrientationsThree Motivational Needs (Competence, Autonomy, Relatedness)The Compatibility of Autonomy and StructureThe Special Worry of FailureDoes Explicit Instruction Undermine Motivation?Culture, Language and Motivation for LiteracyThe Language of MotivationHome Influences on Language and Literacy MotivationConclusionReferencesIndex

Review

"A powerful contribution to the field of early literacy. Highlighting the quality of the language model as one of the most important resources for language development, Roberts weaves a rich tapestry of research and practical application and helps us understand what this means for embracing our work with ELLs." -- Molly F. Collins, Assistant Professor "This welcome and much needed resource for early education professionals is solidly based on the research on early literacy and language development and on Roberts' extensive and thoughtful experience in effective instructional applications for English learners. The book is written with the clarity to inspire confidence in teachers to translate research evidence and theory into effective and engaging learning activities." -- Patricia Vadasy, Senior Researcher "This book offers a foundation in language and literacy that greatly benefits dual language learners." -- Pamela S. Allen, Lead Teacher/Gifted Facilitator "A well-organized text offering theory and application related to second language instruction. This is a useful tool for any educator to have in his or her resource library." -- Susan B. Neuman, Professor

Review Quote

"This welcome and much needed resource for early education professionals is solidly based on the research on early literacy and language development and on Roberts' extensive and thoughtful experience in effective instructional applications for English learners. The book is written with the clarity to inspire confidence in teachers to translate research evidence and theory into effective and engaging learning activities."

Details ISBN1412965640 Author Theresa A. Roberts Short Title NO LIMITS TO LITERACY FOR PRES Pages 253 Publisher Corwin Press Language English ISBN-10 1412965640 ISBN-13 9781412965644 Media Book Format Paperback DEWEY 372.652 Illustrations Yes Year 2009 Publication Date 2009-02-28 Country of Publication United States Place of Publication Thousand Oaks Edited by Theresa A. Roberts Imprint SAGE Publications Inc Audience Professional and Scholarly UK Release Date 2009-03-23 NZ Release Date 2009-03-23 US Release Date 2009-03-23 AU Release Date 2009-03-22 We've got this

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