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Reprinted from Young Children • January 2011 91
®
2, 3
Re s e a R c h e R s w i d e l y R e c o m m e n d
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. cristina.gillanders@unc.edu
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. dina.castro@unc.edu
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: That happens in my class too. The
little girls play with their hair, and the
boys play with their shoes.
Beverly: And when you ask questions
about the story, children who speak
English take over and you can’t get an
answer from the Latino children.
Facilitator: What do you think is happening
here?
Lisa: I think they just don’t understand
what the story is about.
Facilitator: How can we help them under-
stand the story so they can participate?
92 Reprinted from Young Children • January 2011
Program (a state-funded program tar-
geting 4-year-olds from economically
disadvantaged families) participated
in the intervention. The Nuestros
Niños program responds to the imme-
diate need to improve the practices
that monolingual English-speaking
early childhood teachers use when
teaching young Latino dual language
learners. Over the course of a full
school year, the program included
a three-day institute, twice-a-month
classroom consultations, and commu-
nity of practice (COP) meetings.
The community of practice
approach to professional
development
A community of practice allows
teachers to meet over an extended
period of time to reflect on their teach-
ing with the goal of improving practice
(Wesley & Buysse 2001). Some COPs
use the lesson study model that origi-
nated in Japan (Lewis 2002). To imple-
ment the lesson study process, teach-
ers collectively plan, observe, analyze,
and refine actual classroom lessons.
In the Nuestros Niños program,
during the initial COP meetings, the
teachers defined their goals for the
dual language learners in their classes
and determined the theme (for exam-
ple, insects, plants, and/or food) they
would address with the storybook
reading. Then they chose a picture
book that had a Spanish version.
They planned the storybook reading
using the recommended strategies
described later in this article. During
this process, the authors of this
article and Nuestros Niños facilitators
worked with teachers to incorporate
strategies that have been shown to be
effective when teaching dual language
learners.
The COP group work produced a
sample lesson plan. When the group
had completed the lesson plan, one
volunteer implemented it in her
classroom while the other teachers
observed the lesson or watched it on
video. The COP then revised the les-
son plan to incorporate feedback from
the observers. After the final revision,
the other members of the group used
the lesson plan in their classrooms.
This process helped the teachers
reflect on their own teaching practices
and resulted in a carefully planned
approach to using storybook reading
to support dual language learners.
Reading storybooks to dual
language learners
One reason storybook reading is
important for dual language learners
is that it promotes vocabulary devel-
opment. For most English-speaking
children, vocabulary development
in English occurs incidentally, that
is, as a result of being exposed to
new words when talking to family
members, teachers, or friends, or
when watching TV. For dual language
learners, vocabulary development
in English requires both incidental
learning and direct teaching of words.
Teachers can use storybook reading
to combine direct teaching of new
words with the use of the same words
while reading aloud an engaging story.
Children who listen to stories in
their own language can learn new
words through active participation,
such as answering questions related
to the story. Dual language learners
who have limited second language
proficiency are not able to actively
participate when books are read to
them in English. So reading aloud to
young dual language learners needs
to be done in a way that allows the
children to join in even if they are in
the early stages of learning English.
When reading stories aloud,
teachers need to use strategies that
maximize the opportunities for the
children to understand the text, which
will help them develop their vocabu-
lary and listening comprehension.
Storybook reading also promotes the
development of other aspects of the
language, such as the pronunciation
of sounds of words (phonology), the
correct construction of sentences
(syntax), and the appropriate use of
common phrases or expressions in
English.
Recommended strategies for
storybook reading to young
dual language learners
English-speaking teachers need to
adjust their approach to storybook
reading when reading aloud to young
dual language learners. By implement-
ing the following strategies, early child-
hood educators can effectively reach
these children. The sample lesson
plan (see “An Example of a Storybook-
Reading Lesson Plan,” p. 94) uses the
storybook La Cucaracha Martina, a
Caribbean folktale, and implements
the strategies outlined here.
By listening to stories, children learn about writ-
ten syntax and vocabulary and develop phonologi-
cal awareness and concepts of print, all of which are
closely linked to learning to read and write.
Reading aloud to young
dual language learn-
ers needs to be done
in a way that allows
the children to join in
even if they are in the
early stages of learning
English.
Reprinted from Young Children • January 2011 93
Choose a limited set of core words
(three to ve) and a repetitive phrase
that are essential to understanding
the story. Provide explicit instruction
for learning the core words prior to
and during the storybook-reading ses-
sion. Ask questions (“Where is _____?”
“What is he/she doing?”), point to
illustrations, show objects, use ges-
tures, include opportunities for chil-
dren to repeat the words aloud, and
define the words in terms the children
can understand (Collins 2005, 2010).
Before reading the story aloud,
introduce the core words using a
picture walk. A picture walk is when
the teacher takes the children through
the story, pointing to the illustrations
without reading the text. Use the
repetitive phrase throughout the day
during different classroom activities.
Use manipulatives, illustrations,
gestures, and facial expressions to
help children understand vocabulary
(Gersten & Geva 2003). Invite children
to be actively engaged in the story-
book reading by asking them to show
objects or pictures to the group at the
appropriate time in the story.
Use the children’s home language
to facilitate story comprehension
and English vocabulary acquisition.
If you are bilingual or have some knowl-
edge of the children’s home language,
read the story first in the home lan-
guage, and then on a subsequent occa-
sion, read it in English (Lugo-Neris,
Wood Jackson, & Goldstein 2010).
If you are not fluent in the home
language, ask a parent or volunteer to
read the story to the children in their
home language. At the same time, ask
your program to purchase several
copies of this version of the book so
you can send them home with chil-
dren who are dual language learners,
and their parents can read the story
to them.
In addition, as described above,
provide definitions of the core vocabu-
lary words in Spanish (Lugo-Neris,
Wood Jackson, & Goldstein 2010).
This facilitates children’s learning of
new words in English. Teachers who
are not fluent in the home language
can find Spanish definitions of words
in a dictionary or ask for help from
Spanish-speaking parents or members
of the community.
Read the story several times
during the week. Listening to the
story several times allows children to
consolidate their learning and deepen
their understanding of the words.
Incorporate culturally relevant
thematic units and books. Children
can use new vocabulary during famil-
iar experiences as they play and learn
in the classroom centers.
Be aware that dual language
learners participate in storybook
reading in different ways, depending
on their phase of second language
acquisition. If the children commu-
nicate only in their home language,
expect that they might answer
English-language questions in their
home language. Teachers should learn
some key words related to the story
in the children’s home language so
that they can acknowledge children’s
efforts to communicate.
If the children who are dual lan-
guage learners are not yet using oral
language, it may mean that they are
still in the phase of second language
acquisition called the nonverbal
period. During this period, dual lan-
guage learners often participate by
using gestures, pointing to illustra-
tions, or showing objects.
Finally, if the children are beginning
to use phrases in English, teachers
can provide opportunities for them
to complete a sentence or phrase and
answer questions with a repetitive
phrase.
Encourage children to retell and/
or to dramatize the story once they
have heard it several times. This
helps children to practice using the
vocabulary words and helps them gain
a better understanding of the story.
Expand the ideas in the book to
other classroom centers. Using the
core vocabulary words in other class-
room learning centers provides oppor-
tunities for the children to use these
words in various contexts.
94 Reprinted from Young Children • January 2011
La Cucaracha Martina, by Daniel Moretón
Story synopsis: While searching for the source of one
beautiful sound, a pretty cockroach rejects marriage pro-
posals from a collection of city animals who try to charm
her with their noises.
Teacher Preparation
Gather materials
Props: Noisemaker, cockroach, lipstick, dog, pig,
rooster, bird, snake, frog, duck, cat, mouse, bull, sh,
ring, bee, cricket, banjo
Picture cards for retelling: Cockroach, lipstick, dog,
pig, rooster, bird, snake, frog, duck, cat, mouse, bull,
sh, ring, bee, cricket, banjo
Listening center: English and Spanish recordings of
the story
Dramatic play area: Veils, ties, and pictures of
weddings
Science center: Books with realistic pictures of the ani-
mals in the story and a variety of plastic insects to sort
Sand and water table: Plastic insects and animals
Music center: A CD with loud noises and one with
beautiful music, such as a piano solo
Reading center: Copies of La Cucaracha Martina in
English and Spanish and animal puppets
Art center: A variety of art materials, including crayons,
colored paper for collages, and markers
Conclusion
Storybook reading can promote
language and literacy development
in young children, but teachers may
need to adjust their practice when
working with dual language learners.
Teachers can use various strategies to
support the children’s comprehension
of the text, which will in turn increase
their participation in the lesson. This
can help young dual language learners
develop their vocabulary.
One important strategy is to
introduce the text in the children’s
home language. Monolingual English-
Identify core vocabulary
(Bold indicates words selected as the focus for the lesson.)
Cockroach / cucaracha, noise / ruido, beautiful / hermoso,
dog / perro, pig / puerco/cochino/marrano/chancho, rooster / gallo,
bird / pájaro, mouse / ratón, sh / pescado/pez, bull / toro,
bee / abeja, cricket / grillo, ea / pulga, cat / gato, duck / pato,
snake / culebra/víbora, frog / sapo, spider / araña
Chose a repetitive phrase
Will you marry me? / ¿Te quieres casar conmigo?
Plan ways to teach core vocabulary and the repetitive
phrase before reading aloud
Cockroach/Cucaracha: Show realistic pictures or a real cockroach
for cucaracha. Sing the song, “La cucaracha.” Dene the word.
For example, a cockroach is an insect that is brown and at.
Noise/Ruido: Play a recording of different noises, especially
insect sounds. Use puppets or toys that make sounds. Dene
the word. For example, a noise is a sound that is unpleasant.
Beautiful/Hermoso: Describe the colors used in a child’s painting
and listen to music, such as a violin solo, versus random noises.
Dene the word. For example, something beautiful is very pretty.
Cricket/Grillo: Show realistic pictures of a cricket or observe
crickets outside in the yard and describe them while repeating
the word several times. Show toy or puppet crickets. Dene the
word. For example, a cricket is an insect that hops and chirps.
Repetitive phrase: Will you marry me? / ¿Te quieres casar con-
migo? Show a wedding picture or album, reenact a wedding, do
a wedding puppet show, watch a DVD of a wedding, or invite a
parent to come and talk with the children about his/her wedding.
speaking teachers may find the use of
the home language challenging. They
can seek help from other program
staff, the families of the children who
are dual language learners, or other
community members.
Effective use of these strategies re-
quires careful planning, especially when
teachers are learning to address the
needs of young dual language learners.
Working with fellow teachers in commu-
nities of practice can provide support
for the planning process as well as an
opportunity for teachers to reflect on
teaching, its challenges, and its oppor-
tunities for professional growth.
References
Castro, D.C., C. Gillanders, M. Machado-Casas,
& V. Buysse. 2006. Nuestros Niños early
language and literacy program. Chapel Hill:
The University of North Carolina, FPG Child
Development Institute.
Collins, M.C. 2005. ESL preschoolers’ English
vocabulary acquisition from storybook read-
ing. Reading Research Quarterly 40 (4): 406–8.
Collins, M.C. 2010. ELL preschoolers’ English
vocabulary acquisition from storybook
reading. Early Childhood Research Quarterly
25 (1): 84–97.
Gersten, R., & E. Geva. 2003. Teaching read-
ing to early language learners. Educational
Leadership 60 (7): 44–49.
Lewis, C. 2002. Lesson study: A handbook of
teacher-led instructional change. Philadel-
phia: Research for Better Schools.
Example of a Storybook-Reading Lesson Plan
Brooke Hackman, Janis Hart, Sheila Hamilton, Rhonda Privette,
Patrice Ramsey, Tammy Smith, and Cristina Gillanders
Reprinted from Young Children • January 2011 95
Day 1: Picture walk
Introduce the book, saying, “We
are going to read a new book this
week. The title is La Cucaracha
Martina. Before we talk about it,
let’s look at some important words.”
Present core words in print and
provide a brief explanation of their
meaning by showing the following
props: a toy that makes an annoying sound, a cockroach, a
cricket, and a beautiful ring.
Ask leading questions during the picture walk, such as,
“What kind of noises do you think she hears?” “What is the
cucaracha doing in this picture?” “What animal did the cucar-
acha meet?”
Send home a copy of the Spanish version of the book for
families to read with their children. You can also send home
the English version of the book for families who speak English.
Day 2: Reading in Spanish
Invite a Spanish-speaking adult to read the book in
Spanish to the whole group. Ask the reader to show the
props while reading the story. Next, have the reader ask the
children to name the animals that appear in the story and
ask questions such as, “How do you think the cucaracha is
feeling in this picture?” “What is the cucaracha doing in this
picture?” Allow for answers in English and Spanish. If there
are children in the class who do not speak Spanish, read
aloud from the English version of the book.
Copyright © 2011 by the National Association for the
Education of Young Children. See Permissions and
Reprints online at www.naeyc.org/yc/permissions.
Day 3: Reading in English
Introduce the book in English: “Today we are going to read
the story La Cucaracha Martina again. This time I will need
your help. I will give everybody a prop. Listen very carefully,
and when we are reading the part that mentions the prop you
have, put it in the middle of the circle.”
Pass out the props, and then read the story. While you
are reading, invite the children to put the props in the middle
of the circle at the appropriate times. During the reading,
encourage the children to recite the phrase “Will you marry
me?” which is repeated throughout the story. At the end of the
reading, ask, “What animals asked the cucaracha to marry
them?” “Why doesn’t she want to marry all these animals?”
“Which animal did she want to marry?” “Why is the ea hold-
ing a ring?”
Day 4: Retelling
Encourage the children to use cards and a annel board
to retell the story, saying, “What is the name of the book we
have read this week? Today we’ll see what we remember and
tell the story using picture cards on the annel board.” Pass
out the cards with pictures of all the props used the previous
day. Support the children as they retell the story and put the
cards on the annel board at the appropriate times.
Day 5: Dramatization
Encourage children to act out the story over several days.
Invite families and guests to attend a presentation of the play.
Lugo-Neris, M., C. Wood Jackson, & H. Gold-
stein. 2010. Facilitating vocabulary acquisi-
tion of young English language learners.
Language, Speech & Hearing Services in
Schools 41 (3): 314–27.
National Early Literacy Panel. 2008. Develop-
ing early literacy: Report of the National Early
Literacy Panel. Washington, DC: National
Institute for Literacy. http://lincs.ed.gov/
publications/pdf/NELPReport09.pdf
Wesley, P. W., & V. Buysse. 2001. Communities
of practice: Expanding professional roles
to promote reflection and shared inquiry.
Topics in Early Childhood Special Education
21 (2): 114–23.
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