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JOURNAL ARTICLE CRITIQUE 1 TEACHING READING TO ENGLISH LANGUAGE LEARNERS APRIL MCCLARY EDLC 632

JOURNAL ARTICLE CRITIQUE 2 A rticle 1: “Teaching Literacy to English Language Learners in the Borderlands. A Case Study of a Sixth Grade Language Arts and Reading” Topic This peer review article on reading shows the importance of reading in the language arts. The objective of this article is to emphasize how much the ELL student population has grown in just a couple of years. It has grown so much that ELL students make up most of the classes (Smith et al, 2018). Especially, states that have borders like Texas. Teaching students the mechanics of pronunciation, vocabulary and reading are the importance of a bilingual student's success in the classroom. “Linton (2003) has shown that there is a positive relationship between upward mobility and bilingualism especially for U.S. Latinos” Smith et al, 2018, p. 15). That is why it is incredibly important that the teachers not only have all the necessary tools that are available to them but also, they must be highly trained to instruct the students. Reading is one of the language arts that all students should know and be well versed in. The simple reason is because the importance of reading is extremely critical to not only students but also ELL learners. There are already many challenges that ELL learners face, however, the biggest challenge is not knowing the English language (Smith et al, 2018). That is extremely hard for students who first language is not English but their native language. “Students may grapple with retaining their language and cultures yet they are expected to learn English to become successful in school and workplaces” (Smith et al, 2018, p. 15). With these challenges it can be very frustrating for the parents but for the teachers and educators too. In this article the author shows the reader the many strategies and methods that are used to make sure that the ELL students do not lose their identities by learning another language (Smith et al, 2018). But instead learning about the English language and the benefits of speaking another language besides their native language (Smith et al, 2018). To accomplish this extremely challenging task teachers must find a balance between teacher differentiation and making sure that the students get all the care, love, and attention that they need (Smith et al, 2018). The authors mention 4 themes instead of concepts in the article to help ELL students to achieve academic excellence. Theme 1 is English Differentiation, theme 2 visualization and reading comprehension, theme 3 crossing boundaries with (Cuentos), theme 4 cultural contradictions in school borderlands (Smith et al, 2018). All these themes/concepts are important to ELL learners and the author’s reasoning for their importance in helping ELL learners become better readers. Main Ideas Reading is one of the most important parts of the Language arts in today’s classroom. So, the importance of not only understanding and comprehending is vital but knowing the the

JOURNAL ARTICLE CRITIQUE 3 vocabulary and mechanics are just as important as well. In the article “Teaching Literacy to English Language learners in the broadlands: a case study of sixth grade language arts and reading teacher,” Smith argues that “In schools with rapidly growing ELL populations, teachers are encouraged by researchers to incorporate high interest young adult literature along with teaching strategies for improving literacy and English language skills (Angay-Crowder, Choi, & Yi, 2013; Fredericks, 2012)” (Smith et al, 2018, p. 16). This is true for states like Texas who borders Mexico the demand for qualified bilingual teachers to teach ELL students reading is growing even more today. So, by having these strategies and methods in place is crucial to many ELL learners who have never been introduced to the English language nor speak it in their households (Smith et al, 2018). With the growing numbers of ELL learners in the world the gap has grown even wider. Of course, with the other challenges that bilingual students may face such as poverty, homelessness, unemployment, and displacement those are all factors that can lessen an ELL student's chance of reading and overcoming other learning disabilities. The truth of the matter is that if the ELL learners do not know how to speak English, then they will more than likely be poor readers (Smith et al, 2018). Smith mentions 2 theories in their research Anzaldua’s (2007) his theory looks at the psychological and cultural problems that can arise for ELL language learners (Smith et al, 2018). But also, whether these instructional methods really help the students in the classroom or not. So, a case study was done to prove whether learning reading was better for ELL students in their native language then in English to help them be successful in the classroom. Of course, there are always issues with differentiation teaching. Sometimes teachers are overworked, underpaid, and not qualified to instruct the students. Also, they might concentrate more on the students learning English then their native language (Smith et al, 2018). The author used the concept Mestizo (Smith et al, 2018) which is mentioned in the article it “refers to Mexican people of mixed descent (Mexican and Indian)” (Smith et al, 2018, p. 17). These are the ethnicities of students that are used in this article and case study. In this case study the author Anne Marie Smith examines a sixth-grade teacher, Ms. Martinez, who used a method of Differentiation teaching to reach her ELL students (Smith et al, 2018). Most of her students are Mexican, Latin and Spanish Texans. However, she is bilingual as well and so that makes her highly qualified to instruct the students. The class is taught in English. However, because the students are ELL learners, they can ask questions in their native language if needed. Instead of teaching them out of their grade level reading books. She went the extra mile and instructed the students from young adult literature books instead. The instructor not only respected the students' cultures, languages, and backgrounds but she made sure that they stayed true to their native country. This is where the author stresses the need for critical care. Smith states that “Critical care involves teaching students to respect personal identities of themselves and others at the same time, students, are taught to critique positions of power that may limit their academic success” (Smith et al, 2018, p. 18). A trained teacher would know that the key to helping their students is by speaking first in their native language and then teach them the English language. The other methods that she used were smartboards. Storytelling, visuals, and young adult literacy books to help her students. Conclusion

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JOURNAL ARTICLE CRITIQUE 4 Student differentiation instruction is the best method to use because it not only helps the ELL learners be better readers but also maintain their culture and identity at the same time (Smith et al, 2018). “Mrs. Martinez and other teachers of language minority students must create safe, cultural spaces for their students to become successful in public schools” p. 27). Since each student learns differently and comes from diverse backgrounds and ethnicities it is best to look at their environment and ethnic group and then build upon that to help them be successful. It is up to the teachers to choose the best method and strategy to help their students learn in the classroom. Bilingualism is one of the best methods to choose in helping ELL learners and students. It not only makes the student feel comfortable speaking in their native language, but it also gives them a sense of identity and a feeling of importance (Smith et al, 2018). Ms. Martinez helped her students accomplish this by looking at them through the lenses of borderlands, and critical care (Smith et al, 2018). The students learned English because their teacher was willing to take a risk and teach them through differentiation instruction. “Although not an easy task, Moll (2002) recommends that schools capitalize on the cultural resources found in local communities to create stronger connections” (Smith et al, 2018, p. 18). Reflection The data supports the author’s conclusion that differentiation instruction in reading is more effective if it is taught in the student’s native language then just predominately English. It helps them to not only learn the English language but to read, speak, and know the mechanics behind it as well. The results are thought provoking to know that students learn better that way but at the same time it makes sense. Students tend to do better if their instructors go the extra mile and try effective teaching strategies methods such as Ms. Martinez in the case study. I believe that there could be more research done to support the data on whether in other areas of the country there a large presence of ELL learners is. The most important thing that I learned in critiquing my article was that it is a plus to not only have a native language but to also master another language like English is even more of an achievement. This is especially important because we need more bilingual teachers in the classroom today. That will also give more immigrants more confidence to learn English but also to go back to their native countries to help them learn English as well. Great article!

JOURNAL ARTICLE CRITIQUE 5 REFERENCE Smith, A. M., & Salgado, Y. (2018). Teaching literacy to english language learners in the borderlands: A case study of a sixth grade language arts and reading teacher. Reading Improvement, 55 (1), 15-31.

JOURNAL ARTICLE CRITIQUE 6 ARTICLE 2 “Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners Topic This peer reviewed article focuses on reading. The objective of this article is to show how Spanish Literacy intervention helps ELL students learn English in the classrooms. In this article the author focuses on the increasing numbers of ELL learners in school today. “Over 11 million students enter school speaking a language other than English” (Gonzales et al, 2021, p. 411). A lot of the students come from a bilingual background, and they speak more than 1 language. They also face many challenges as well. One of the major challenges that they are facing each day is the English language. Unfortunately, because of most of the students come from already diverse backgrounds they have never been exposed to the English language (Gonzales et al, 2021). A lot of them do not have English speaking friends, or families. The predominant language in their households is their native language. The author believes that the key to helping Spanish speaking students is by instructing them in their native language to help them read, learn, and speak the English language (Gonzales, et al. 2021). He writes “ However, there is evidence that ELs who have solid skills in their native language are able to apply their understanding to their learning in English” (Gonzales, et al, 2021, p. 411). The belief is that by using this method it will help a lot of students who are already struggling with the English language. The author discusses many strategies and methods to help students overcome their reading difficulties. That is why it is extremely critical that students have a great understanding of their culture and language so that they can be successful English learners in the classroom. The concepts that were used in the article is Phonological Awareness (PA) which is a letter sound correspondence that some instructors use to help their ELL learners with English Gonzales et al, 2021). However, the problem is that students already have limited exposure to the English language and so that makes it harder to learn. Another concept the author uses is (MTSS) which is the multi-tiered system support which identifies students who have problems or difficulties with learning and then places them in a tiered unit Gonzales et al, 2021). The level ranges from 1-3 tiered levels. Tiered 1 is assessment, tiered 2 and 3 is the specialized and targeted level that the students reach when they have completed all the necessary requirements to learn the English

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JOURNAL ARTICLE CRITIQUE 7 language (Gonzales et al, 2021). To prove the author’s point of view “t he purpose of this study was to determine how a Spanish phonics-based literacy intervention, used during Tier 2 of a multi-tiered system of supports (MTSS), affects ELs’ literacy skills in Spanish and English” (Gonzales et al, 2021, p. 411). All these concepts and strategies are important for ELL learners to be better readers in the classroom. Main Ideas Since reading is a major part of the language arts it is especially important that the ELL speaking students get the necessary help that they need in learning literacy in the classrooms. In the article “Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners” the author argues that by the ELL learners not being exposed to enough of the English language it is basically because the lack of proficiency in the language instruction which is often the source of academic struggles. “ In part, due to their emerging English proficiency and socio- economic factors, many ELs struggle with English literacy, which impacts their overall achievement in school” (Gonzales, 2021, p. 411). That is why it important that students should be exposed to the different letter and sounds that makes a significant difference in understanding the English language. A trained instructor in the language arts know to communicate with the students in their native language and then slowly introduce them to the English language. It is already hard to learn another language when you are so used to speaking your native language. However, it is another issue when you do not know the mechanics and phonics behind it. Reading is a huge problem with native learners because most of them do not learn English soon enough (Gonzales, 2021). The author mentions methods and strategies that were used in the case study that would help the students overall in the classrooms. To help students be placed in the correct areas depending on their literacy needs the author mentions the use of (MTSS) Multi-tiered system support which identifies students who have problems or difficulties in learning and placing them in a 3-tiered unit. “ MTSS is a framework for identifying and supporting students with difficulties through differentiation of instruction and targeting of individualized needs” (Gonzales, 2021, p. 412). The first tier, which is called the Core classroom, is where the students are assessed and placed in the classroom (Gonzales, 2021). Tier 2-3 which are the specialized and targeted level units where the students are diagnosed if there are any learning disabilities or special education concerns that are needed to be addressed in this tier (Gonzales, 2021). “ Students’ response to Tier 1 instruction is assessed, and students who do not show a favorable rate of progress are placed in increasingly intense levels of support (Tier 2 and 3) with more specialized and targeted instruction delivered at each level (Weddle, Spencer, Kajian, & Petersen, 2016 )” (Gonzales, 2021, p. 412). To help students overcome their reading difficulties in problems in the classroom the author mentions the use of Cross-linguistic transfer which is the use of the student's native language to help learn another language like for example English (Gonzales, 2021). “ Cross- linguistic transfer is a theory first proposed by Cummins ( 1979 ) that states that there is an interdependence between a person’s native language and their second language” (Gonzales, 2021, p. 412). This use of method is extremely helpful in many ways one of them is to help improve the reading and language gap with ELL learners.

JOURNAL ARTICLE CRITIQUE 8 To help prove the authors argument a case study was done to show how the phonics literacy intervention effects first grade ELL literacy skills in both Spanish and English (Gonzales, 2021). The study was done at 5 schools in the Midwest, 3 were underperforming schools and 1 was just below average expectations. All students in the case study consisted of different races and backgrounds. 9 students participated in the study. 3 were already classified as 3 tiered while the others were 2 tiered (Gonzales, 2021). The students received instruction in Spanish with no English. The students then were tested on what they learned before and after their tiered classifications. The End results was that most of the students did make improvements in their reading, comprehension, and proficiency. So, by providing the students instructions in their native language of Spanish it help provide the students with a solid foundation in learning to read. Conclusion The conclusion that the author makes is that by using the student's native language of Spanish it not only helps but it played a huge role in how well they learn to read and speak English “ Specifically competence in the native language influences the development of competence in the second language” (Gonzales, 2021, p. 412). But also, because most of the students are immigrants, they have not had that much exposure to the English language and that can be a struggle to many ELL learners. These methods and strategies to help ELL learners to Speak English is necessary for them to have academic success in the classrooms. So many students have reading issues due to the lack of trained teachers and not having enough data or support to help these students overcome their literacy problems. “ Primarily, this intervention indicates that native language instruction benefits, not hinders, English literacy skills as well as those of the target language” (Gonzales, 2021, p. 434). Reflection I believe that the data that was presented in the article did support the conclusions that were being made by the author. Even without the data in this article I have seen firsthand the success of having children who are ELL learners become better readers. The use of Cross Linguistic Transfer and Literacy Intervention is a wonderful idea for children who are having reading difficulties. Children tend to do much better in the classroom if they are taught in their native language. Although, the author did not mention differentiation instruction in this article it was clearly used because of the use of literacy intervention. The results are not thought provoking or surprising because children learn better when they are in their own environment. That is why it is so important that ELL learner’s get the early intervention in reading and speaking English. If they do not get that early help, then the students lose confidence in their ability to read and learn another language. There is nothing that can be done to improve the research. However, with any case study there should be more research and data to support the author’s thesis. I learned that each child is different, however, it is up to the teacher to try different methods and strategies to keep them focused. Not every strategy works on a child but if a teacher is willing to go beyond for their students, then in the end they will have a successful outcome. Great article!

JOURNAL ARTICLE CRITIQUE 9 REFERENCE Gonzales, W., & Tejero Hughes, M. (2021). Leveraging a spanish literacy intervention to support outcomes of english learners. Reading Psychology, 42 (4), 411-434. https://doi.org/10.1080/02702711.2021.1888352

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