Strengthening Second-Language Learning Through Book Discussions by Dr. Maria S. Carlo, University of South Florida Studies confirm that reading aloud to young children leads to reading and language success. It is often assumed that the language of children’s literature is far too complex to be suitable for English learners (ELs). The rich and complex language of quality children’s literature can surpass the language proficiency abilities of young ELs. Yet it is precisely this quality that makes it a desirable source of language input for these children—if appropriate linguistic and conceptual scaffolds are provided.
Linguistic Scaffolds That Support Comprehension
Linguistic Scaffolds That Support Production
Learners must have access to the meanings of words and the means to apply these words to contemplate and discuss known concepts in novel ways (Baker, Simmons, & Kame’enui, 1998). Young ELs will require support for understanding novel vocabulary and complex language structures. Scaffolds for vocabulary development include:
Children enter school with meaningful differences in vocabulary knowledge as a result of different experiences and exposure to literacy and language activities (Hart and Risley, 1995). The vocabulary gap grows larger in the later grades. Children who enter with limited vocabulary knowledge become more discrepant over time from their peers who have rich vocabulary knowledge (Biemiller and Sionin, 2001). Providing children with rich discussions during the read-alouds is one means of supporting their language production. This includes the use of the strategy RER (Repeat, Elaborate, and Restate).
• pre-teaching novel vocabulary • using illustrations
• demonstrating verbs that can be easily acted out • providing translation equivalents in the child’s first language, when appropriate Another critical scaffold for supporting comprehension includes paraphrasing the book’s text. Paraphrasing involves adding brief commentary and explanations to the read-aloud to support comprehension of the text. It is used in circumstances where there is novel vocabulary that was not selected for pre-teaching, idiomatic expressions, or grammatical structures deemed to pose a challenge to ELs. Paraphrasing does not involve rephrasing ideas into shorter sentences. Rather, it involves using language we know to be more familiar to ELs and clarifying the events described in the text.
Instructional Strategy That Supports Production and Comprehension
The following exchange demonstrates the way in which RER can extend language and involve ELs in the class discussion. During a discussion of the word terrified, the teacher says: If your brother was terrified of high places, what kinds of things might he be unwilling to do? After various responses from children, a child named Laura says: Looking down . The teacher then repeats the child’s response. By repeating the response, the teacher provides the opportunity for ELs to contrast the response against the language that she is about to model.
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