Table Of Contents:

• Acknowledgments
• About the Author
• Introduction
• 1. Resources English Language Learners Bring to Literacy Learning
• The Language and Literacy Wellspring
• The Emotional Wellspring
• The Motivational Wellspring
• The Family Wellspring
• The Cultural Wellspring
• Conclusion
• 2. Building On and Scaffolding With Primary Language
• Why Support Children's Primary Language?
• Primary Language and Literacy Achievement
• Adding Some Magic: Metacognitive Benefits
• Beyond the Words: Social-Emotional Aspects of Primary Language
• What Happens to the Primary Language When Children Enter Preschool?
• Using Primary Language for Social Communication and Social-Emotional Purposes
• Benefits of Using Primary Language for Literacy Learning
• Primary Language Resources
• Practices for Supporting Primary Language at Home
• Different Primary Language Programs
• Spending "Time on Task" in English
• Patience in Achieving Bilingualism
• Conclusion
• 3. Oral Language Development in a Second Language
• Second Language Learning in Naturalistic Settings
• Second Language Learning in Preschool Settings
• Examining the Silent or Receptive Stage in Second Language Acquisition
• Learning About Language Acquisition From Caregivers
• Cultural Variations in Caregiver Speech and a Challenge for Educators
• Language for Basic Communication and Academic Learning
• How Children Learn the Meaning of Words
• Learning Words From Instruction
• The Relationship Between Oral Language and Second Language Literacy
• Classroom Contexts for Language Development
• The Wonder and Limits of Storybook Reading
• Conversations With Children
• Language Development During Center Time
• Talking-Up Routines and Transitions
• Mealtime Opportunities for Talking
• Language and Literacy Enhanced Play
• Teacher Oral Language: An Elephant in the Room
• Home Influences on Second Language Learning
• Conclusion
• 4. Befriending the Alphabet: Why and How
• Can Children With Limited Knowledge of English Learn the English Alphabet?
• Why Explicit Instruction Is Beneficial
• Going Deeper Into the Alphabet
• Should Letter Names or Letter Sounds be Taught First?
• How Should the Uppercase and Lowercase Letters be Taught?
• Learning Personal Names
• Making the Connection Between Letters and Meaningful Printed Words
• Writing Helps Children Learn the Alphabet
• Teaching the Alphabet in a Language Other Than English
• How Much Letter Instruction Is Needed?
• Conclusion
• 5. Sounds in Words: Phonological Awareness
• What is Phonological Awareness?
• Words: The Foundation of Phonological Awareness
• Unnatural Aspects of Phonological Awareness
• Preschool Phonological Awareness and Later Reading
• Can Preschool Children Learn Phonological Awareness?
• Connections Between L1 and L2 Phonological Awareness
• Learning Phonological Awareness in a Second Language
• The Joined Hands of Vocabulary and the Alphabet
• Does Second Language Pronunciation Matter?
• How Much Phonological Awareness Do Preschool English Learners Need?
• What's Up With Rhyming?
• Making Sounds Stand Still and Be Concrete
• The Language Used in Phonological Awareness Instruction
• Conclusion
• 6. Curriculum, Instruction, and Literacy Activity
• Essential Elements of an Effective Curriculum
• An Articulated Curriculum
• Matching Goals With Teaching Strategies/Activities
• The Language of Instruction
• Building Relationships While Fostering Literacy
• Teachers' Support and Instructional Roles
• The Value of Small Groups and One-one-One Teaching
• Increasing Opportunities for Teachers' Support Role
• The Language of Relationship Building
• The Benefits of Explicit Instruction
• High-Quality Teaching and Learning
• Child Choice and Literacy Instruction
• Using Assessment to Benefit Children
• Teachers: The Critical Ingredient
• Program and Instruction Evaluations
• Challenges for Moving Forward
• Conclusion
• 7. Engaging Family Caregivers
• Create an Alliance
• Focus on Language and Literacy
• Thinking Processes and Positive Relationships Working Together
• Home Emotional Support for Literacy
• Home Cognitive Support for Literacy
• Family Responsive and Family Tailored Approaches
• Teacher Influences on Family Engagement
• Family Caregivers and Children Reading Together
• Family Caregivers and Children Playfully Solving Problems Together
• Engaging Family Caregivers in the Classroom
• One Model for Engaging Families
• High-Quality Family Engagement Practices
• Conclusion
• 8. Motivation for Literacy
• Characteristics of Motivated Children
• Are All Preschool Children Highly Motivated for Literacy?
• Linkages Between Preschool Motivation and Later Reading
• The Need for Competence and Mastery-Inside Every Child
• Effectance Motivation Theory Moves Forward
• The Motivational Link Between Thinking and Emotion
• Mastery and Performance Orientations
• Three Motivational Needs (Competence, Autonomy, Relatedness)
• The Compatibility of Autonomy and Structure
• The Special Worry of Failure
• Does Explicit Instruction Undermine Motivation?
• Culture, Language and Motivation for Literacy
• The Language of Motivation
• Home Influences on Language and Literacy Motivation
• Conclusion
• References
• Index