The Impact of Biculturalism on Language and Literacy Development: Teaching Chinese English Language Learners

According to the 2000 United States Census, Americans age five and older who speak a language other than English at home grew 47 percent over the preceding decade. This group accounts for slightly less than one in five Americans (17.9%). Among the minority languages spoken in the United States, Asian-language speakers, including Chinese and other Asian and Pacific Islander languages, have increased by more than 75 percent. Futher, the proportion of Asian language speakers having difficulty speaking English has almost doubled (Klein, Bugarin, Beitranena, & McArthur, 2004). Today, Chinese students are one of the largest groups of English Language Learners (ELLs) in the U.S. Children of Chinese immigrants to the U. S. face linguistic, cultural, and academic challenges. For teachers to be adequately prepared to design and implement instruction for Chinese ELLs, they must have an understanding of this population, the language differences between Chinese and English, and the most effective strategies for scaffolding language and literacy success. This article highlights two Chinese second-graders and their unique educational needs in order to provide insight and implications for instructing Chinese ELLs

Reading Comprehension, Figurative Language Instruction, and the Turkish English Language Learner

According to the 2000 U.S. Census, the Turkish-speaking population in the United States increased significantly in the 1990s and has risen steadily over time. Today, the highest concentration is located in the states of New York, California, New Jersey, and Florida. Kaya (2003) reported a geographical dispersion across the U.S., from New York to Alaska, with the wealthiest living in Florida. Turkish students make up the ninth largest student population in the U.S. and the largest percentage of students compared to their homeland population. This article identifies and explores many of these challenges by observing the transition of Hakan, a Turkish-speaking fifth grade student, as he encounters a new culture and learns a new language. In particular, we focus on the acquisition of figurative language in a Turkish-speaking English Language Learner (ELL). Some issues and questions addressed in the article include effective methodologies for the assessment of figurative language acquisition in the Turkish and English languages, effective instructional strategies to scaffold Turkish-speaking English Language Learners’ (ELLs) acquisition of figurative language, and linguistic factors that might affect Turkish-speaking students’ transition to English. The article sets forth theoretical underpinnings for the chosen assessment and instructional strategies, as well as a summary of supporting research in the area of Turkish-speaking ELLs