KEY FINDINGS
their mother tongue. By teaching in a language that children speak, think, and understand, they are able to actively engage in the classroom. Children smoothly transition between home and school—their culture and traditional knowledge validated and reinforced in the classroom. After mastering their mother tongue language, children are able to rapidly learn to read and write in a second language” (Dhalla, 2012). > > We acquire language when we understand what we hear and what we read—also known as “comprehensible input.” The ability to understand and use correct grammar and vocabulary in a second language comes largely from reading and listening. Students pay attention to this linguistic input when it’s so compelling that it catches and engages their interest (Crawford and Krashen, 2007; Mah, 2014; Mora, 2014; Moua, 2014; Rami, 2014; Wong Fillmore, 2014). > > When new and engaging reading materials were added to classroom libraries, EAL students increased their independent reading and improved their comprehension, oral language development, and vocabulary (Worthy and Roser, 2010; Elley, 1991). > > Though students who are learning English as an alternative language can typically learn conversational English in two to three years, it can take five to eight years to master the complex challenges of academic English (Cummins, 2008). > > A classroom culture of conversation is essential for all students, but especially so for strivers and students who are just finding their way into English (Echevarria and Goldberg, 2017).
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LEARNERS OF ENGLISH AS AN ALTERNATIVE LANGUAGE (EAL)
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