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Using Spanish-English Cognates in Children's Choices Picture Books to Develop Latino English Learners' Linguistic Knowledge
The Reading teacher, 2016-09, Vol.70 (2), p.233-239
2016

Details

Autor(en) / Beteiligte
Titel
Using Spanish-English Cognates in Children's Choices Picture Books to Develop Latino English Learners' Linguistic Knowledge
Ist Teil von
  • The Reading teacher, 2016-09, Vol.70 (2), p.233-239
Ort / Verlag
Newark: Blackwell Publishing Ltd
Erscheinungsjahr
2016
Link zum Volltext
Quelle
Wiley Online Library Journals Frontfile Complete
Beschreibungen/Notizen
  • Educators can take advantage of Latino English learners’ linguistic backgrounds by teaching Spanish–English cognate vocabulary using the Children's Choices picture books. Cognates are words that have identical or nearly identical spellings and meanings in two languages because of their Latin and Greek origins. Students can learn to recognize cognates through morphology and orthography lessons on prefixes, root words, suffixes, and spelling patterns. A cognate database featuring the 2014 and 2015 Children's Choices picture books is presented in this article. The database permits teachers to select their own cognate vocabulary for read‐aloud lessons. Finally, a sample lesson plan for grades 2–4 is discussed as an example for incorporating morphology and orthography instruction to accompany the selected cognate vocabulary words.
Sprache
Englisch
Identifikatoren
ISSN: 0034-0561
eISSN: 1936-2714
DOI: 10.1002/trtr.1511
Titel-ID: cdi_proquest_journals_1822636937
Format
–
Schlagworte
2-Childhood, 3-Early adolescence, 5-College/university students, Academic grades, Academic learning, Affixes, and materials, Awards, Bilingual education, Children's literature, Childrens Literature, Childrens picture books, Choice preference, Cognates, Comprehension, Comprehension, Morphemic analysis, Comprehension, Prior knowledge, Consonants, Decoding, Decoding, Polysyllabic analysis, Elementary education, Elementary School Students, English (Second Language), English as a second language, English as a second language learning, English for speakers of other languages, English language learners, English language learners, English learners, English as a second language, English for speakers of other languages, English learners, etc., Fiction, First, Foreign language instruction, Greek language, Hispanic American Students, Instructional strategies, language (L1, Language acquisition, Language development, Language learners, Language learners, Awards, Language learners, First, second etc., language (L1, L2, etc.), Language learners, Second‐language learning, Language learners, Second‐language reading, Language teachers, Latin language, Lesson Plans, Literacy, Literature, Literature, Fiction, Children's literature, Motivation/engagement, Choice preference, Metacognition, methods, Morphemes, Morphemic analysis, Morphology, Morphology (Languages), Motivation/engagement, Motivation/engagement, Language acquisition, Oral language, Oral language, Instructional strategies, teaching strategies, Oral language, Language development, Oral Reading, Orthography, Pedagogy, Picture Books, Polysyllabic analysis, Prefixes, Prior knowledge, Reading strategies, Reading teachers, second etc, Second Language Learning, Second-language reading, Spanish, Spanish language, Spelling, Spelling instruction, Strategies, Strategies, methods, and materials, Affixes, Strategies, methods, and materials, Reading strategies, Suffixes, Teachers, Teaching Methods, teaching strategies, TEACHING TIP, Vocabulary, Vocabulary Development, Vocabulary, Cognates, Vocabulary, Metacognition, Vocabulary, Morphology

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