Literature can play a critical role in immersing children in their new language. Both school and classroom libraries are integral parts in this process because access to books has been shown to encourage more frequent reading (Krashen, 1998; McQuillan, 1998; Neuman, 1999; Neuman & Celano, 2001). Indeed, students in classrooms with libraries read 50% more books than students in classrooms without them (Morrow, 2003). Access to classroom libraries may be even more important for English learners (Chambliss & McKillop, 2000). Placing meaningful books in English learners’ hands helps them develop and practice as readers and writers in a new language (Hadaway, Vardell, & Young, 2002c). English learners need extensive practice with their new language— opportunities to hear and use English in a variety of purposeful, authentic contexts. To accomplish this, teachers can use read-alouds, book talks, story retellings, literature circles, book buddies, author studies, and other reading response projects (Gambrell, Morrow, & Pennington, 2002). A study conducted in six elementary schools in Texas on the U.S.–Mexico border with 78 teachers and 2,500 English learners (Roser, Hoffman, & Farest, 1990) focused on the integration of literature and related instructional strategies into the language arts block. As a result of this integration, statistically significant growth in scores on the state-mandated basic skills test was noted in five of the six schools. As librarians and teachers begin to think about their English learners and select appropriate books for their libraries and classrooms, some general considerations emerge.
When matching English learners with books, teachers and librarians must consider specific language factors that influence comprehension. The more the book material deviates from these criteria, the more teaching support will be needed to assist English learners with the obvious language and structural difficulties. The goal is always selecting quality literature that is well written and illustrated. But what questions should be considered in guiding potential classroom and library selections for English learners? Here are a few essential elements.
Content accessibility. Is the story or topic familiar or helpful? When students already know about a concept in their own language, transitioning to a book in English about the same concept is not so overwhelming because they have a knowledge base upon which to build.
Language accessibility. Is the language of the book simple and direct? Simple phrases or sentence patterns, a limited amount of text on each page, and predictable, repetitive text offer a reader-friendly experience for English learners at a 4 beginning proficiency level. Visual accessibility. Are there abundant illustrations? When word knowledge is limited, readers rely on other cues to help
figure out the meaning of text. This utilitarian function of illustration is extremely helpful. Genre accessibility. Are there a variety of genres available? Just as the classroom reflects diversity, the school and classroom library should, too— through a rich array of genres and topics. From the poetry of Douglas Florian to the nonfiction of Gail Gibbons or the fiction of Allen Say, English learners need exposure to various styles of writing and patterns of text organization. (Excerpts taken from Vardell, S. M., Hadaway, N. L., & Young, T. A. (2006). Matching books and readers: Selecting literature for English learners. The Reading Teacher, 59(8), 734-741.)
【題組】What does the passage mainly discuss?
(A) Literature helps immerse English learners in their new language.
(B) Both school and classroom libraries encourage children to read more frequently.
(C) Teachers and librarians need to take account of specific factors when they choose books for English learners.
(D) English learners need to be exposed to various styles of writing and patterns of text.
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