English Learners: Reaching the Highest Level of English Literacy

This collection of papers examines the critical literacy development of English learners, focusing on English reading instruction in an immersion setting, English language development, and cultural issues pertaining to English learners in and out of the classroom. The 16 papers include the following: (1) “Reading and the Bilingual Student: Fact and Friction” (Jim Cummins); (2) “Teaching English Learners to Read: Learning or Acquisition?” (David Freeman and Yvonne Freeman); (3) “Three Roles for Reading for Minority-Language Children” (Stephen Krashen); (4) “Orthographic Development and Learning to Read in Different Languages” (Donald R. Bear, Shane Templeton, Lori A. Helman, and Tamara Baren); (5) “Scaffolding Reading Experiences for Multilingual Classrooms” (Michael F. Graves and Jill Fitzgerald); (6) “Making Content Instruction Accessible for English Language Learners” (Ana Hernandez); (7) “Communicative Approaches to Second-Language Acquisition: The Bridge to Second-Language Literacy” (Alan N. Crawford); (8) “Meeting the Needs of English Learners in All-English Classrooms: Sharing the Responsibility” (Julie M. Coppola); (9) “Revisioning the Blueprint: Building for the Academic Success of English Learners” (Gilbert G. Garcia and Dolores Beltran); (10) “Rethinking English Language Instruction: An Architectural Approach” (Susana Dutro and Carol Moran); (11) “Multilevel Collaboration for English Learners: An Asian American Perspective” (Ji-Mei Chang); (12) “Standards-Based Instruction for English Language Learners” (Joseph Laturnau); (13) “Connecting Children, Culture, Curriculum, and Text” (MariAnne George, Taffy E. Raphael, and Susan Florio-Ruane); (14) “Reading with a Hero: A Mediated and Literate Experience” (Paul Boyd-Bastone); (15) “Access to Books and Beyond: Creating and Learning from a Book Lending Program for Latino Families in the Inner City” (David B. Yaden, Jr., Patricia Madrigal, and Anamarie Tam); and (16) “Mediating Language and Literacy: Lessons from an After-School Setting” (Margaret A. Gallego, Robert Rueda, and Luis Moll). (Papers contain references.) (SM)