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Perspectives on English Language Learners: Addressing Effective Pedagogical Practices for Bilingual Early Childhood Students' Reading Success in Dual Language Classrooms
Abstract
With an increasingly culturally and linguistically diverse school-age student population, there is a need to understand the extent and support needed for English language learners' (ELLs) reading and literacy success, and the scope that these students are provided with equitable and effective reading and literacy instruction as a common classroom pedagogical occurrence to support their reading and literacy development as well as academic achievement. Specifically, ELLs require more interactive and engaging pedagogy that actively involves them in the learning process with many and varied opportunities for academic and linguistic proficiency development. There is an increased emphasis on native language instruction (L1) as a foundation for literacy skill development. Also, several constructivist and student-centered approaches for literacy instruction and strategies for reading should be implemented for English language learners' linguistic and academic success. A classroom scenario sets the platform for culturally responsive teaching and learning through practical and authentic classroom application.
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