The more exposure ELLs have to literacy in their first language the greater the impact on their literacy learning as a whole. Parents of ELLs can sometimes shy away from first language learning because they are worried or afraid the first language will interfere with the learning of English. Researchers have found this to not be true: Students’ first languages should be seen as a resource, not a problem (Soltero-Gonzalez, 2009). Bilingual literacy is powerful because students are able to connect what they know about reading skills in one language to the other language (Bauer, 2009). Many school and county libraries and mobile libraries have selections of books in Spanish and other languages. Schools can provide information or help families obtain library cards to take advantage of these programs. It is not enough for teachers to tell parents reading is important; families need specific programs and guidance on how to include reading activities in the home (Mraz & Rasinski, 2007).
Conclusion
Many students’ learning declines, or at least stagnates, during the summer months, and ELLs are at risk of sliding as much or even further than their English-only speaking peers. To combat the summer slide, it is important for teachers to encourage students and families to have high attendance at summer school and other summer learning programs, and students and families should be encouraged to read as much as possible (preferably in both languages). Additionally, information on summer school and summer learning programs, as well as information on how to acquire books and other reading materials, must be provided and explained in a language parents and families can read or understand in order for them to be able to take advantage of these ways to promote summer learning.
References
Bauer, E. (2009). Informed additive literacy instruction for ELLs. The Reading Teacher, 62(5), 446-448.
Borman, G., Benson, J., & Overman, L. (2005). Families, schools, and summer learning. The Elementary School Journal, 106(2), 131-150.
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227-268.
DelliCarpini, M. (2009). Success with ELLs: Summertime and the living is easy: Retaining English skills in summer. The English Journal, 98(6), 100-103.
Mraz, M., & Rasinski, T. (2007). Issues and trends in literacy: Summer reading loss. The Reading Teacher, 60(8), 784-789.
Soltero-Gonzalez, Lucinda. (2009). Preschool Latino immigrant Children: Using the home language as a resource for literacy learning. Theory Into Practice, 48(4), 283-289.
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