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 |
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