ABSTRACT
This chapter presents a research-based model for effective English as a second language (ESL) literacy instruction in mainstream classrooms. It uses this model to examine actual classroom teaching, synthesizing our classroom observations into recommendations for teacher development and practice. This model challenges the traditional focus on oral reading proficiency as a prerequisite for literacy instruction and instead emphasizes reading comprehension and purposeful language tasks. The goal of literacy instruction for ESL students should be on the construction of meaning through the purposeful use of reading, writing, listening, speaking, and thinking. Communicative scaffolds such as explicit classroom rules and expectations for success are especially important for ESL students as ways to help them anticipate transitions and participate as classroom members. Teacher training in effective literacy instruction for ESL students must assist teachers in identifying existing practices proved to be beneficial to ESL students and ways of incorporating less utilized pedagogical practices.
