Optimizing literacy in english language learners

Maria Restrepo, Shelley Gray

    Research output: Contribution to journalArticlepeer-review

    10 Scopus citations


    Children in the United States who are English language learners characteristically do not exhibit the same levels of reading achievement as their peers. The article describes the development of English literacy in English language learners and the relationship between a child's second language (L2) and his or her native language (L1) in literacy development. It is organized first to consider the issue of language of instruction and language transfer, specifically the aspects of Ll literacy that appear to transfer to the second language (L2), English. It then discusses general principles for professionals working to optimize English literacy development in different models of literacy instruction for English language learners. We conclude that using the child's L1 provides the children with strong language and literacy skills in both languages.

    Original languageEnglish (US)
    Pages (from-to)25-34
    Number of pages10
    JournalSeminars in Speech and Language
    Issue number1
    StatePublished - Feb 2007


    • Biliteracy
    • English language learners
    • Language transfer

    ASJC Scopus subject areas

    • Speech and Hearing
    • LPN and LVN


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