Unmasking the Early Language and Literacy Needs of ELLs: What K–3 Practitioners Need to Know and Do
The key underlying developmental concepts and skills requisite for early literacy learning appear to be easily achieved among most young English language learners (ELLs). These strengths, however, may merely mask the need for enhanced vocabulary development, the key variable in successful transitioning from early to academic literacy development in Grades 3–4 and in the longitudinal academic outcomes to Grade 12 that is over-looked by many elementary practitioners. Using illustrative samples of vocabulary profiles generated from children’s early written literacy development, this article highlights the need for elementary practitioners to continue to place a strong instructional focus on developing academic vocabulary, starting in the early grades and sustaining this focus through elementary school. At the same time, young learners need to continue to work on printing and spelling: the keys to unlocking vocabulary knowledge. Ideas for high impact teaching strategies are included.
Copyright (c) 2018 Hetty Roessingh
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (see below) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
The BC TEAL Journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.