Chapter
Providing various linguistic experiences
Note on developmental stages
1 Working with Diverse Students
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Importance of Teacher Knowledge on Language and Literacy
Interpreting assessment results from specialist reports
Identifying students linguistic needs
Meeting teacher education professional standards
Critical Discourse Analysis Conceptual Framework
Evolving Definition of Literacy
Reconceptualization of the Labels for Diverse Students
Second language learners vs new language learners
Bilingual vs multilingual
Disorder vs difficulty; symptoms vs characteristics
The bottom line in choosing words
Recommended Further Readings
2 Complex Factors That Influence Language Acquisition and Literacy Development
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Language As a Genetically Predispositioned Human Universal
Deaf children of hearing parents
Language acquisition trajectories of children with disabilities
Human brain: the neural underpinnings of language acquisition
Sensitive period of language acquisition
Heredity and individual differences
Ecological Factors That Influence Language and Literacy Development
Parental cultural childrearing beliefs and practices
Parental socioeconomic status and education levels
Extended family and sibling support
Language use in sociocultural context
Language Divergence Factors
Spoken language vs signed language
Spoken language vs reading and writing
Conventional print vs digital print
Motivation and Identity Factors
Types of First Language Acquisition
Recommended Further Readings
Language Sample Analysis I
Part 2 Developing Language and Emergent Literacies
3 Acquiring One Linguistic System
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Typical Development Profile in Infancy and Early Childhood
Developing Essential Language Abilities
Lexical-semantic development
Morphosyntactic development
Early metalinguistic awareness
Special Issues Related to Language Acquisition
Developing Emergent Literacies
Emergent knowledge of environmental print
Emergent knowledge of print conventions
Emergent knowledge of writing
Emergent digital literacy
Emergent critical literacy
Special Issues Related to Emergent Literacy Development
Dialect and emergent literacy development
Cultural differences in early literacy practice
Supporting Language and Emergent Literacy Development in Infancy and Early Childhood
General approaches in working with young children
Focus of language and emergent literacy support in early childhood
Holistic strategies in facilitating language and literacy growth
Recommended Further Readings
4 Acquiring More Than One Linguistic System
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Cognitive Attributes of Acquiring More Than One L1
Complex Issues about Acquiring More Than One L1
The cutoff age of multilingual L1 acquisition and Ln learning
Input quantity and quality
Multilingual acquisition settings differences
Different multilingual effects on language acquisition
Misconceptions about multilingualism
Potential differences between different types of multilingual L1 acquisition
One system or separate systems
Cross-linguistic interaction
Developing Essential Multilingual Linguistic Abilities
Multilingual phonological development
Multilingual lexical-semantic development
Multilingual morphosyntactic development
Multilingual pragmatic development
Metalinguistic development
Developing Emergent Multilingual Literacies
Emergent knowledge of print conventions in different languages
Emergent knowledge of multilingual writing
Cross-language interaction on emergent literacy knowledge
Emergent multilingual digital literacy
Emergent critical literacy
Supporting Emergent Multilingual and Multiliteracy Development in Early Childhood
Recommended Further Readings
5 Acquiring First Language(s) with Difficulties
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Language Impairment in Infancy and Early Childhood
What is language impairment?
Types of language impairment covered in this book
Developmental Profiles of Children with LI
Children with Down syndrome
Children with autism spectrum disorder
Children with specific language impairment
Children with hearing impairment
Children with vision impairment
Language Development Characteristics of Children with LI
Children with Down syndrome
Children with autism spectrum disorder
Children with specific language impairment
Children with hearing impairment
Children with vision impairment
Multilingual children with LI
Development of Emergent Literacies
Supporting Strategies for Children with LI in Early Childhood
Use of narratives as a comprehensive measure to determine areas of support
Reciprocal interaction and imitation
Augmentative and alternative communication
Explicit support in concerned areas
Recommended Further Readings
Language Sample Analysis II
Speech Sample 1: Monolingual Child
Speech Sample 2: Multilingual Child
Speech Sample 3: Child with Down Syndrome
Part 3 Developing Language and Literacies
6 Typical Development of Language and Literacies in Middle Childhood
Prereading Activities and Questions
Topics to Be Addressed in This Chapter
Typical Developmental Profile in Middle Childhood
Major Language Developmental Characteristics in Middle Childhood
Lexical-semantic development
Morphosyntactic development
Metalinguistic development
Development of Literacies in Middle Childhood
Academic language and academic literacy development
Supporting Language and Literacy Development in Elementary Grades
Focus of literacy support
Recommended Further Readings
7 Learning a New Language in Middle Childhood
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Learning a Ln in Middle Childhood
Changes in linguistic configuration
Important issues regarding learning English as a Ln in middle childhood
Ln Development in the School Environment
Lexical-semantic development
Morphosyntactic development
Metalinguistic development
Develop Literacies in the New Language
L1 literacy skills transfer
Ln reading characteristics
Supporting Strategies for Learners of English As a Ln
Tap into students' funds of knowledge
Learn vocabulary through semantic mapping
Support syncretic literacy
Practice metalinguistic reflection
Use L1 knowledge for Ln learning
Use shared reading for Ln learning
Apply instructional conversation
Help Ln learners transform their skills
Critical literacy support
Be aware of the masking phenomenon
Recommended Further Readings
8 Language Impairment in Middle Childhood
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Language and Literacy Development Focus for Elementary Students with LI
Language Developmental Characteristics of Children with LI in Middle Childhood
Lexical-semantic development
Morphosyntactic development
Pragmatic and metalinguistic awareness
Multilingual children with language impairment
Literacy Development of Children with LI in the Elementary Grades
Supporting Strategies for Children with LI in the Elementary Grades
Integrated and cross-curriculum support
Phonological awareness support
Morphosyntactic level support
Discourse-level knowledge and skills support
Supporting multilingual children with LI
Recommended Further Readings
Language Sample Analysis III
Writing Sample 1: Monolingual Student
Writing Sample 2: Monolingual Student
Writing Sample 3: Ln Learning Student
Writing Sample 4: Student with LI
Part 4 Developing Language and Literacies
9 Typical Development of Language and Literacies in Adolescence
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Typical Developmental Profile in Adolescence
Language and Literacy Development Focus
Major Language Development Characteristics in Adolescence
Lexical-semantic development
Morphosyntactic development
Metalinguistic development
Special Issues in Adolescent Language Development
Academic Literacy Development in Adolescence
Academic content-area reading comprehension
Critical literacy ability development
Supporting Strategies for Adolescents
Support academic literacy
Explicit teaching of content-specific vocabulary use
Increase the frequency of complex sentence use
Support figurative language development
Recommended Further Readings
10 Learning English As a New Language in Adolescence
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Characteristics of Learning a Ln beyond the Sensitive Period
Age in acquiring a Ln and its impact on academic performance
Knowledge of the English language
Strategies used in learning the Ln
Uneven achievements in the Ln
Ln learners ability diversity
English L1 speaker learns a foreign language
Acquiring a New Language in Adolescence
Lexical-semantic development
Morphosyntactic development
Metalinguistic development
Developing Academic Literacy in a Ln
The relationship between background knowledge and academic literacy comprehension
The relationship between oral language and academic literacy
Impact of prior schemata on Ln academic literacy development
Supporting Strategies for English Ln Learners in Adolescence
Motivation for reading and writing
Encourage the use of translanguage
Age-appropriate reading materials
Popular culture materials
Informal language register
Innovative approach in writing
Intensive and extensive reading materials
Explicit instruction is crucial
Application of divergent strategies
Reflective reading response log
Recommended Further Readings
11 Language Impairment in Adolescence
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Language Developmental Characteristics of Adolescents with LI
Lexical-semantic development
Morphosyntactic development
Pragmatic and metalinguistic development
Literacy Development of Adolescents with LI
Supporting Strategies for Adolescents with LI
Critical language and literacy skills in the secondary grades
Support for academic and subject-specific lexicon development
Support academic literacy with literacy fiction
Support for expository text development
Support for metacognitive strategies
Using literature to support language development
Situated cognitive model of writing
Supporting writing quality and motivation through interacting with mature writers
Making reading and writing enjoyable
Recommended Further Readings
Language Sample Analysis IV
Writing Sample 1: Monolingual Student
Writing Sample 2: Ln Learning Student
Writing Sample 3: Student with LI
Part 5 Theoretical Perspectives on Language and Literacy Development and Learning
12 Theories That Explain Language Acquisition and Literacy Development
Prereading Questions and Activities
Topics to Be Addressed in This Chapter
Theories that Explain L1 Acquisition and Development
The polarizing theoretical positions
Other theories that explain language acquisition
Theories That Explain Multilingual L1 Acquisition
The separate development hypothesis
The separate underlying proficiency model
Multilingual bootstrapping hypothesis
Theories That Explain Ln Learning
The interdependent hypothesis
Common underlying proficiency model
Developmental interdependent hypothesis
Social and academic language proficiency differential
Expanded competition model in Ln learning
Krashens comprehension hypothesis model of Ln learning
The specific disability model
The descriptive-developmental model
The weak central coherence theory
Sound discrimination disability
Theories That Explain the Narrative Development Process
Theories That Explain the Literacy Development Process
Natural literacy development theory
Bottom-up and top-down reading processes
Information processing theory of reading
Sociopsycholinguistic transactional theory of reading
Individual-environmental model of the writing process
The capacity theory of writing development
The metacognitive theory of writing
A Theory That Explains Discourse Analysis
The Bottom Line Regarding Theories
Recommended Further Readings
Appendix: Examples of Standardized Language Assessments
Understanding Language and Literacy Development
：Diverse Learners in the Classroom
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