Supporting Emergent Bilinguals through Linguistically Appropriate Instruction

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Author(s): Colleen Gallagher (University of Dayton, USA)
Copyright: 2014
Pages: 18
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch006

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Being able to use linguistically appropriate instruction is an important area of competence for teachers of young emergent bilinguals. This chapter synthesizes theory and research that is key background knowledge for making linguistically informed instructional decisions: information on proficiency levels, on second language acquisition (SLA), and on classroom language demands. From this foundation, the chapter proposes four functions of linguistically appropriate instructional strategies: (1) getting emergent bilinguals involved in classroom routines and providing ample opportunities for interaction; (2) drawing on emergent bilinguals’ existing language and literacy competencies; (3) promoting grade-level vocabulary learning; and (4) scaffolding listening, speaking, reading, and writing. Finally, this chapter offers some specific suggestions of activities or instructional strategies that fulfill each of these functions along with additional resources that may be helpful.

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Supporting Emergent Bilinguals through Linguistically Appropriate Instruction

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