Background knowledge is essential for reading comprehension. Students who have prior knowledge of a topic are more able to understand it, and to remember better information about it. Background knowledge is a construct with a long history, which has been influenced by very different theories: Cognitive and sociocultural. Decades ago, psychologists in the United States explained learning from a cognitive perspective. They used the term “schemata” – knowledge of the world – to elucidate learning and reading (Rumelhart, 1980). Psychologists in the former Soviet Union, explained learning from a sociocultural perspective. They asserted that learning is situated in specific cultural-historical contexts, and that it is based on social interactions (Vygotsky, 1978; 1987). Years later, education researchers expanded the definition of background knowledge by including the notion of "Funds of Knowledge" (FoK) (Moll & Gonzalez, 1994). FoK comprise various life experiences that culturally and linguistically diverse students acquire in their home and community. Currently it is a notion widely accepted that background knowledge (including various schemata and diverse funds of knowledge) is a fundamental factor influencing students’ reading comprehension. This is particularly important for English Learners (ELs) whose background knowledge is different from those of the culture for which texts were written. Hence, teachers need to know how to assess, activate, and build ELs’ background knowledge (August & Shanahan, 2010). In this presentation, we will analyze research-based background knowledge strategies tested and proven effective thus far, and will explore new strategies useful to improve ESL students' learning.

Authors:
Mariana Alvayero Ricklefs, Northern Illinois University, United States

About the Presenter(s)
Dr. Mariana Alvayero Ricklefs is assistant professor in ESL and bilingual education at Northern Illinois University, USA. Her research interests include language ideologies, raciolinguistics, teacher preparation, & bi/multilinguals with disabilities.

See this presentation on the full schedule – Monday Schedule

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