Kan Yu Ret an Rayt en Ingles: Children Become Literate in English as a Second Language

Abstract

Current research on second language development in children has provided teachers and curriculum planners with multiple possibilities for innovations in classroom practice. In the case of oral language development in ESL, this research has made significant contributions both to classroom teaching and to the materials being published for classroom use. Classroom practices in literacy for ESL children, however, have not kept up with research. This article presents several general findings from recent research on second language reading and writing development in children. These findings suggest: that even children who speak virtually no English read English print in the environment; that ESL learners are able to read English with only limited control over the oral system of the language; that the experiential and cultural background of the ESL reader has a strong effect on reading comprehension; that child ESL learners, early in their development of English, can write English and can do so for various purposes. This article also presents classroom applications for each finding.