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Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction, and the English‐Language Learner
Author(s) -
Palmer Barbara C.,
Shackelford Vikki S.,
Miller Sharmane C.,
Leclere Judith T.
Publication year - 2006
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.50.4.2
Subject(s) - literal and figurative language , ell , reading comprehension , reading (process) , bridging (networking) , comprehension , linguistics , teaching method , psychology , computer science , mathematics education , vocabulary development , computer network , philosophy
The authors discuss the challenges encountered by English‐language learners (ELLs) as they attempt to interpret the figurative language of their new cultures. Providing ELL students with explicit instruction in interpreting figurative language—a bridge to reading comprehension—is a significant goal for teachers who design instruction for culturally and linguistically diverse populations. The article includes an account of classroom observations of Alejandro, a Spanish‐speaking ELL tenth grader, as his reading teacher scaffolds his understanding of figurative expressions using explicit instructional techniques. A detailed account of this student's background is given as well as a description of the instructional strategies that were implemented. This teacher's work with Alejandro provides insight on the efficacy of direct strategy instruction in figurative‐language interpretation for ELLs. In addition, the theoretical basis for figurative‐language instruction is delineated.