‘of English Language Aoqsition (OTLA) was xtabished to rele the postion of the gowerament toward he eduction of English eamers. This re overview of py sie in the United Sate revels hat uch of the oppeton to bilingual education comes from an atitudeoftlatonim and fear of immigrants. Even though decisions boot instructing suet in thee ‘atv languages shouldbe eteined by lokingcaeily at educational re- search mostofthe deers have had lie to do with the reaties of school Roa ‘Une the author and promater ofthe Englsh- only peopastions, fr example, has refosed vit lingual classes. He has no backround in teaching and earring, ‘And yet he as managed to etblsh oles that alec thousands English an- gage lamers. Eq] An Extended Example of English-Only Mandated (84 Reading Instruction Poly lated to both binges! eduction nd reading has acid al students nd especialy English language Sarers. To demonstatethe effets of Eglh- ‘onl instruction coupled with ading mandates, we offer ascearo fom a Cal fornia classroom. The teacher is bilingual, and many of the students speak Spanish ut this teacher teaches language atin English caret flowing he ‘mandates set ou! at feera sate, and school eves. Guillermo’s Teaching Background Guiry ia fist year teacher in aint gade dasroom in age mentary school in Las Angeles. OF Ns thy tudes, twenty-one are clases LEP Some of these Engh language learers area the begining stages of Engh language development whe obers reat the inrmediator the advanced lve. Gllermo’sstadens come frm 2 lwer-mile-cas neighborhood. The cas includes stadens wit various cultural backgrounde—Hspanis,Aftican Ares ‘ns, Korean Amara, and Angla Inaion to beingat dierent level of Fn sh profdency, Gullerma’s denis are also a diferent lov of reading rofeny ranging rom students who ate no yet reading afew students who can eed ist grade materials conforaby. Guilecmo complet his teacher reparation ata slate university. State uni ‘verses received instrsvons fom the state hoard of ection ffl the fies aid out bythe government promi dosent Pat Reding Frat: The Research Buding Blo for Teaching Chives Rud (Armbruster and Osborn201). Dung his reading and language ans methods cas, is profesor lined the fre components of a research-based reading program: phonemic nares, phonics, enc, vocabulary, and comprehension. Glee drew on the knowledge he gine in ths ls fo pass the sat-mandate et on oe teach ending During Ns student teaching ina fst grade das, Gilera ter teacher showed him how se taught reading, Fr the mos pat, she followed the les plane in the sat-adoped tetbok carey ach of he eso in ‘aed the fe components Gullenno had studied. Te muster teacher made se to give her English ngage learners era workin the areas of phonemic ‘awareness and phonics, Aueny- and voubulary, espliingthat they werenot yet tend to onion comprehension. ‘Gulermo was hired bepin teaching the following yer: In August, before ‘cases sare, Glermo and the oer eachers at his school wer givena week long inservice designed to elp them implement the stat- adopted textbook cor recy. The factors ested the teachers that they flbwed the scripted lesons carefully during the two and a half hows alcsted fo reaing each day, athe stdnts wou eam ond Guillermo fl conde a he bps teh He had Jess good dassoom management ss during hs student wating. He had his plans for teaching ending ald out in the tcacher's guide. All he ‘needed to do was flow the plan and keep al the students actively engaged Guillermo's Weather Unit Gulero's reading tetook lvdudes units that coat with Both the scence ‘nd the socal studies tandards for grade one. grade one sondard for earth ‘ences weather. Students are expected to know how tows tools sch a ther rmometer to measure weather conditions and ecord changes The standards so ‘all frstadensto understand ths alhough the weather changes requ ts predcabe during season, In ation students ane expected to learn that the ‘sun warms the nd, he al and water. These earth cence standards ince new ‘academic vocabulay that Gallerno's students, especially his Engh language earner need t lean. ‘Since ch ofthe day devoted to reading instraction, there sil time fer ‘athe since o sociales. For that reason, Gullemo andthe chor teachers fa schol uy to cover sence and sod tus standards as they teach rad lng. The teachers ar expected to concentrate on reading 25 the foundation ofthe ‘content aoa studs. in adton, reading what recy tested. “The weather niin the reading texbook includes several of the earth scence standard loc 0 weather At the same tne, chis unit covers Sever of the he Comet fr Deeg Ley fo Bing SexeEnglish ngage ts ELA) standards (Calis Depart cation 199% for adc one, The ist reading tana sates that by the endo st rae ‘Students understand the base etree They sels eter st terns an Know how to taste them into spoken langage Oy evng ‘phonics slbsation and won pars They apy thoi to schiewe Fvent oraland sent reading (0) ‘This standard outlines spells an kml in she arcs of concep about Print, phonemic awareness, decoding and word recognition and veabulry a ‘oncept development. ‘The English language lamers in Guillermo’ cas a alo expect to mcet ‘he tate English Lanysage Development EL.) stands (Ea Langan pm Stood fr Cabri Pe Shs Kindo Tg Grade Tale 199), which spect he sills and knowledge adams a ifaren el fF sah linguage prfiony are expected to ot ach uit inthe tate adopted textbook that Guile’ schoo has chosen includes aston designed fr Er sh language learners. For the most par these sections prendeexta practi in Phoneme awareness, phonis, decoding and veeabuly. AtRough Gaile fools somewhat overwhelmed by al the standards his students are expected 19 rast, bef confident thatthe textonk includes tors an atte that wil hop him provide the instruction that all his students ec [utemo’s Reasing Lesion 2 THAGHING READING AND WILING HY SPANIGE AND EGILTsaton, showing a boy walking hs dogma park ands stent “What do ys see here” Abu cals ot Rear, He's odors an hs walking his dog” Ano ads ‘ery Gulla ys. “This ty abo alte things yd his dog do together. Doanyof you havea dog” Ld chorus several students Gales onus by asking nv! students abot he pets and what {hey ke to dit then In this way es abe to cone te tory to is tu dens Tins an alld background knoe or edie try He mckos sure tone hy words that might be diel or stents, such 2s Bok and. ‘Net elas through the bok, aking students wha hey Tinks happen Ingom each page, Ashe docs his he aks the questions fom the teacher's gue fer each ope Indongs, be ntodaces dona vobulay fom testo cing the weather words oud, ney, windy, and my. “The stodents return fo thei rhs plete walk though the stony. At thei desks they complete to worksheets signed 0 relore the woxabuTory ‘hat Gailrmo has inal Te st warkahoe Nils four weather words frum the story va bo, Sdn raw ane fom ech wor 9 coresponding ctr, For example or rainy, students daa inet picture of te boy and is ‘Goginthe an Thesscndwovkat as five wards ike by dig apr Sts ‘ens se thowe words to compete fvesentences wtingone wordin each lnk Since this moc difclfsk, Galera pats hs English engage ares ‘vith native English speakers os the guide sugges Wher he sudnts have nish hr worksheets, ilo goes ove: the amv with he students, wing the crest raers on transparencies hat all the sade on ge He sks ston a coret any mistakes om the papers “The fe has the students tr in thir rk He ples that mst fs ti ents wer abet complete the workshocs ithe incall wth help af hei partner. Glen hen cals the sens ack to the a. Once they ave sel he ‘es the bg book to thom It tl about» boy ands do, sh heierent cts they keto do, Thay Pk to walkin the perk when cloudy They ike toplay inside when tis csiny. They ke oy ake when tinny And eye to gotothe beach when ts sunny the ges alow a ptiern.Forexampye the fr line ead, “Fan his dg ko akin the rk,” ths ne cotin tn, “They lke to walk when cloudy.” On te acing pags the tox rs "They ike to walk, butt when it's” For ach age ith “not whe i's sony these 2 pref Td and his do siting ise, looking ot the he Crt Beso to fr pel Stats 1window, Te st pge shows Ted and his oy dress in wm clothes, sigs down 2 snow: cover il with the tne “Td ant his dog ket slide when i sy They Feta,” ‘The preicable pattem and she close text-a pcre mash help all of Guillermo’ students ftow the try Ashe reads, Guarma rks the weds i pointer nhs way, he helps students devel the silt met The si ar that al for thom 0 match ol wero printed words, He ads the sory ou twice asthe teens elo alo, Then he aks them to return other seats for individual work Fist they complete a comprehension workshow. hs five pitures fom the soy, Students te ake a ole pices cut ‘hom out, ad assemble them in onde, Guilt icles nod te as 0 Jelp any students who ae having rouble deciding on the oer of events in the story. Sequence & one of the omprehenson kil ist graders ae ves to ‘master. When ll th stants re ished Culler eats hr papers He then alls them back othe rg fr ial sing he ty For the ay This time, he encourages stadenteto chino words lines she ead hen. He's pleased that several fhe stadensare aie to dathis When he reaches the Tax poge he asks hem to predic what wl Rappon nest, Some deny hat Tea and his dog wil catch a cad Others sy they wl come inside si Sink something ho. Gul pris hem forthe ged redctons, Ping san Ipertont kil fr fist graders. Fee te las acti during the reading ie Geo writes the word ste othe boar. Then he ts the pages in he book and aks students to pik ou! worden to weather Stade are ae to erty words ike simay anal wy This acy ets the woabuly ad on sept development standard for easing categories of words. a ets the once abut print starlrd fr dein words ‘Over the net week, Gullermo continues wih the weather nit ach dy he reread the story. Then he has studens complete aditina cts. Fora le, ene ofthe comprehension warkshet. saws Hwa pes fom he try Students ae asked opt an X though things in pate that re iferet rn Picture 1 Some of Guim’ ents arent aris: with his typeof work Seo sae as thers nk pois to complete AA vebulary worksheet has 2 sentence wih abenktofi nth the word di. Stadt we drgand then ataseros of pictaes onthe workshe. They at toil th pie that ds havea dog Then thay color he dogs inte other picts, Atough the students coryplee some wocabulay’ and omprohenson acti ‘ies, mos ofthe worksheets and ls eerie focus cn phoneme aces, ‘honk, and deceing Fr earl, Guillea asks stents olsen fo thee 2 ACHING HEAG.NG AND WAIIING WY SPANISH AND ENGLISHsound in ag and tl Ke the Sound they heat. This meets te English nga evelopment standard for beynners that requies that they recognize English hones hat correspond to phoneme they ald hea thei primary lan stage. Gullo knows that da phoneme in Spans, although he sue ‘whether his Korean students would kao that sound Hs also checks oc is intenmediate ELD students can meet the tnd to cating nt, nad 3 fina sounds in singe-ylble words, Several of hisses can do his ith ‘hg and Te ut othe students Gem confsed, and Gulls dds to gs ‘hom additonal pracice with ientising phoncricsin words The advanced ELD stents are expe io met te stand ose mor eres to derive meaning dviing words nto sies They have se "eit she weather wots Some tudes think that ony should be ied nto reland ny while ters blew should he apron sain in any oro nly? Guilermo, flew he teachers id, lp them ee tat echo hese wards has a Bake an» si so stents ca understand wr ke ry o indy by nding the base wo, il some soem id this iil See they pronounce the words as any and sed. Glee seme scan tens Find th words in des picture dior, so they can conse the igh sas ‘AM through the week Gullo works caving hi students mach the soul they hear in words Hh dg withthe corrsepeting alphabet eters. Hs reading textbook pesos al the English phonemes va sequence, a each som emphasizes certain phonemes, Guiles wants ob ute that al fis ia ents master the phonemes forthe eon, adlton co he bg bak, which he reas again ach iy, Guile reads bo tes and conn! books rated > weather ‘Gllermo aso provides hs sults with lvl books related othe hee thot they ea rend independently on with 3 partner. To determine thir dh, lovee ha gin his stunts an asesient a he beginning ofthe ys He ‘kes src to match his stents with appa books. The books are vee follosing sti guides. The Rist level, for example, contains only about ‘went tse wonder sentences of he a sxwonds, The sentences at this ket fellow patter, ant oe won changes for each sentence, The fst Laks sho howe 3 pie pct t-test match wth ea ites, Fr each ve the ume of wards, word per senenc, and vary oselencesinrase white etre support decnes Stadoms peactice ang thet ewe reer each day While mos ofthe students rad independenty on pais, Giller works wit sm groups rovdeadtonal instruction and conduc further nssnens He aches The Content fe ee iene gil Sus 2stunt fseney. as ye asks feof etadents to comets desk an a ‘ine, Each stadent ads evel! book ou oud. Guile res the eins ‘nd counts any ero the student makes. He chars the progres. Many of he "tadents are prod the progress shoe a thei ney chars Germ sn the dents are very buy dorng reading Hee cach day They read together and separately an fil out workshess, The stents become ‘stored tothe eoutine and tothe kinds af exercises the book eequies. A ‘hough they are inproving in ther ait to complete the assignments the stants seen estes at tes, Gulerrio womes tha they might not be ny Sngther eading, They always Ie ewhea heetevtuces new beck, but by the conf he wes they ser somewhat bos! wh he reads gain ana ves Ther anor ents to work on, Hea ite concerned that the stents wh sees en in Egish seem completly ost when he vs them vrksheesor test engage thee nora activites. Stil, Gulermo is connced hat he lows he wach’ gue carefully and ster isstudencs through each lesson, aM of hon il succes (3 conctusion ‘oth Guiemo ans! Francisco were requis to teach engin Ens, lo Ingthe state godcines, Hower these wn teaches are wry diferent Bose on is wacher preparation and hs previous experienc, Fane knew that he was not proving best asnacton for his English language leaner Asa rs he ‘hose not to connie working in his dist. Gllenno, eanwas had never taught ina bilingual cose I ain, de metho he was asked to use 0c reading mlehed what ne ha lem atthe univers. Asa es, he interpeted the student reuse to istuton a aera. He hal no experience to show that hings could be diferent, Conssquey, hed not fer istadentsthe best posible instruction, Hie tants were faring to desde, But they wore nt fused on comprehension, They were abet funtion in Engl but they were no fleveloping hee st angusgs It is important for tachrs to have the kaoladge that cows them to eu se meth yar aka to eto each eadng Inthe folking capers we mine two leet views of eading, We afer scenarios fom bling! and ‘hua! anguage sss ta shaw how these views are rel x asm price ‘We bse that once aches une the difrene betwen these to ap proaches to resignation, they cin make formed ois abo mets fn provide the bet pore ntact forall he tudes ™ TEACHING READING ANB WAIIING IN SPRYISW AN ENCE