Abstract of

Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction, and the English-Language Learner

Barbara C. Palmer

Vikki S. Shackelford

Sharmane C. Miller

Judith T. Leclere

The authors discuss the challenges encountered by English-language learners (ELLs) as they attempt to interpret the figurative language of their new cultures. Providing ELL students with explicit instruction in interpreting figurative language—a bridge to reading comprehension—is a significant goal for teachers who design instruction for culturally and linguistically diverse populations.

The article includes an account of classroom observations of Alejandro, a Spanish-speaking ELL tenth grader, as his reading teacher scaffolds his understanding of figurative expressions using explicit instructional techniques. A detailed account of this student's background is given as well as a description of the instructional strategies that were implemented. This teacher's work with Alejandro provides insight on the efficacy of direct strategy instruction in figurative-language interpretation for ELLs. In addition, the theoretical basis for figurative-language instruction is delineated.

Abstract from Palmer, B.C., Shackelford, V.S., Miller, S.C., & Leclere, J.T. (2006, December). Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction, and the English-Language Learner. Journal of Adolescent & Adult Literacy, 50(4), 258–267. doi: 10.1598/JAAL.50.4.2