Article Review on Using What We Know about Language and Literary Development for ESL Students in the Mainstream Classroom

661 WordsFeb 24, 20183 Pages
The following paper is article review of the article titled: Using What We Know about Language and Literacy Development for ESL Students in the Mainstream Classroom by Susan Watts-Taffe and Diane M. Truscott. In the article Watts-Taffe and Truscott draw on the latest research in language learning and ESL to offer guidance to our readers for teaching second-language learners in integrated settings (Watts-Taffe & Truscoot, n.d.). The article focuses on the following: what we know about literacy development, what we know about language proficiency and literacy development, what we know about entering a new culture, facilitating English language literacy development, and scaffolding instruction. Discussed under the section titled “What We Know About Literacy Development” Watts-Taffe and Truscott discuss what research shows about how children become literate. It seems that some of the most powerful lessons addressed such as language learning proceeds best when children use language for meaningful purposes (Au, 1998) and what constitutes meaningful language use is influenced by an individuals prior experience, culture, motivation, and goals (Delpit, 1995) are all beneficial in literacy development to both native English speakers and students learning English as a second language (Carrasquillo & Rodriguez, 1996; Donato, 1994; Fitzgerald & Noblit, 1999; Perez, 1998a). This research shows that if a teacher integrates different strategies into the curriculum, it will not only

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