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Helping linguistic minorities read independently.

Article Excerpt
Abstract

This article first discusses the challenges that linguistic minority populations face as they strive to learn English and become competent second language readers. Secondly, teachers are offered suggestions of ways they can investigate learners' backgrounds to improve school libraries. Finally, reasons are given as to why free voluntary reading is an effective method to help English language learners acquire critical biliteracy.

Introduction

In a fifth grade classroom, in the Mexican-American neighborhood of Pilsen, on the south side of Chicago, Ms Ani and Carlos, a first generation American student, talk for a moment. During the school year, the teacher has worked to increase her students' metacognitive abilities and to encourage her students to read for pleasure.

"Maestra" says Carlos. "Can I check out another book?"

"Isn't this the third book you've checked out this week? "(Ms. Ani)

"Yeah, I no like it. It's boring."

Challenge of Bilingual Literacy

Teachers in America are striving to promote independent reading to the linguistically diverse populations of students in this country's classrooms. Many students resemble Carlos. It is not always easy for these students to find books that are at a level that allows them to read without assistance. Although some of these students have literacy in their L1, others undertake the task of acquiring literacy in English without a sound foundation. For the student who lacks first language (L1) literacy, the challenge of learning to read and write in the second language (L2) is great. The problem in the schoolhouse is further complicated because (1) English language learners (ELLs) do not all come from the same language background, (2) all languages are not based on the English alphabet, (3) the monolingual educator can only communicate with these diverse populations of learners in English and, (4) mainstream teachers leave the university unprepared to teach using non-language dependent ESL methodologies.

Issues and Problems

No educator is familiar with the cultural backgrounds of all students. Although research has proven that the learner with a solid educational base in the L1, both in academic and social language, is able to acquire the L2 faster (Cummins, 1988), most ELLs are not enrolled in dual language programs. Many dual language programs offer instruction in Spanish and English because it is easier to find individuals prepared to teach who are fluent in both Spanish and English. Books are not readily available in the first language spoken by all the students in the American school system. Neither are there enough trained bilingual teachers to interact with the increasing numbers of speakers...

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