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Supporting Language Development of Young Emergent Bilingual Learners through Children's Literature: Considerations for Educators

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Title: Supporting Language Development of Young Emergent Bilingual Learners through Children's Literature: Considerations for Educators
Language: English
Authors: Ya-Fang Cheng, Joshua Shulz
Source: ORTESOL Journal. 2025 42:4-23.
Availability: Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Childrens Literature, English (Second Language), Second Language Learning, Second Language Instruction, Linguistic Input, Early Childhood Education, Oral Language, Reading Aloud to Others, Learning Activities, Multilingualism, Bilingualism, Native Language, Learning Processes, Teaching Methods, English Learners, Speech Communication, Language Skills
ISSN: 0192-401X
Abstract: Early childhood is a critical time for oral language development. Reading aloud is one of the most common instructional activities aimed at fostering oral language skills. It plays a vital role in supporting multilingual or emergent bilingual learners' oral language learning development. Through this article, the authors wish to inform teachers of important theoretical and practical elements influencing the practice of reading aloud in multilingual classrooms. This article shares typical speech production stages of emergent bilingual learners, characteristics of quality children's literature, and discusses six factors influencing language development, including comprehensible input, comprehensible output, stretched language, negotiation of meaning, models of appropriate language, and a well-developed mother tongue. The authors recommend multiple quality children's books to guide teachers in drawing on these concepts to support their young learners' language development. This article helps teachers become better equipped to choose children's literature that is engaging, reflective of the students they teach, and supportive of language development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477554
Database: ERIC
FullText Text:
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  Data: Supporting Language Development of Young Emergent Bilingual Learners through Children's Literature: Considerations for Educators
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  Data: <searchLink fieldCode="AR" term="%22Ya-Fang+Cheng%22">Ya-Fang Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+Shulz%22">Joshua Shulz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22ORTESOL+Journal%22"><i>ORTESOL Journal</i></searchLink>. 2025 42:4-23.
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  Data: Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
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  Data: <searchLink fieldCode="DE" term="%22Childrens+Literature%22">Childrens Literature</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
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  Data: 0192-401X
– Name: Abstract
  Label: Abstract
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  Data: Early childhood is a critical time for oral language development. Reading aloud is one of the most common instructional activities aimed at fostering oral language skills. It plays a vital role in supporting multilingual or emergent bilingual learners' oral language learning development. Through this article, the authors wish to inform teachers of important theoretical and practical elements influencing the practice of reading aloud in multilingual classrooms. This article shares typical speech production stages of emergent bilingual learners, characteristics of quality children's literature, and discusses six factors influencing language development, including comprehensible input, comprehensible output, stretched language, negotiation of meaning, models of appropriate language, and a well-developed mother tongue. The authors recommend multiple quality children's books to guide teachers in drawing on these concepts to support their young learners' language development. This article helps teachers become better equipped to choose children's literature that is engaging, reflective of the students they teach, and supportive of language development.
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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 4
    Subjects:
      – SubjectFull: Childrens Literature
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Linguistic Input
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      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Reading Aloud to Others
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      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Bilingualism
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      – SubjectFull: Native Language
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      – SubjectFull: Learning Processes
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      – SubjectFull: Teaching Methods
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      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Language Skills
        Type: general
    Titles:
      – TitleFull: Supporting Language Development of Young Emergent Bilingual Learners through Children's Literature: Considerations for Educators
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            NameFull: Joshua Shulz
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              Y: 2025
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