The second language literacy process in the language arts /literature classroom: A sociocultural constructivist perspective

English language learners (ELLs) develop second language literacy by engaging in meaningful tasks. I investigate second language learners' literacy processes, focusing on meaning construction in literacy activities and on teacher and peer interactions. I suggest how learning a second language can be improved, not only by dialoguing among texts, learners, and social contexts, but also by focusing on literacy in the language arts/literature class. Also, I explore what strategies second language learners use to engage in literacy.;This research was conducted in a language arts/literature classroom at an elementary school. Three 2nd graders and one 3rd grader who learned English as a second language participated. The study included observations, interviews, documents, and reports using the verbal protocol. Three avenues of data analysis obtained a rich and cohesive analysis, and resulted in an understanding of the second language literacy development process.;Four cases of data collected from October 2003 through December 2004 indicated measures of development, portraying the second language learning processes ethnographically and indicating influential factors for ELLs' learning processes with a holistic view. Ethnographic viewpoints allowed us to see their genre of life. The verbal protocol showed us how ELLs' thinking processes occur while making meaning. ELLs use strategies differently depending on the materials at hand, the level of the task, their language proficiency, and their cultural orientation. They also use their strategies differently depending on the cultural relevance of the stories. Twelve strategies emerged from the data. Two main themes from qualitative research described how ELLs' second language literacy process occurred and was meaningful in engaging literacy with the text.;There are three implications for educators. First, through what I call the ethnocentric filter system, which filters new information based on the learner's ethnocentrism and ethnic identity, ELLs integrate ethnic identity and ethnocentrism into meaning-making processes. Second, responses to reading literacy showed insight into how to utilize various materials such as culturally relevant and nonculturally relevant stories. Third, second language literacy development included reading processes in oral language development. Hopefully, educators will better understand ELLs' lives and second language development processes to create better curricula for them. Also this study might be integrated into creation of appropriate reading strategy instruction.