Whats Different About Teaching Reading to Students Learning English? May 6, 2008 Charleston, West...

What’s Different About Teaching Reading to Students Learning

English?May 6, 2008 Charleston, West Virginia

What’s Different About Teaching Reading to Students Learning

English?May 6, 2008 Charleston, West Virginia

Lisa TabakuAssociate Manager, CAL ServicesWashington, D.C.

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AgendaAgenda

Objective of today’s presentation:

Participants will learn ways in which teaching reading to English language learners (ELLs) is different from teaching reading to native speakers of English.

I. Fundamentals Underlying Instruction for English Language Learners (ELLs)

II. Experiencing the Differences Ourselves

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Top Six Count DownTop Six Count Down

Fundamentals regarding the Teaching and Learning of English language learners (ELLs) and Implications for Reading

Instruction

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Top Six Count Down: Number SixTop Six Count Down: Number Six

True or False?

All English language learners (ELLs) are the same, and they all need the same kind of

instruction.

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FALSE

All English language learners (ELLs) are not the same, and they need different kinds

of instruction to meet their needs.

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All English language learners (ELLs) are not the same, and they need different kinds

of instruction to meet their needs. (Freeman & Freeman, 2002)

What are the implications for Reading?

One size won’t fit all: Reading instruction will need to be tailored to the kind of ELL

we are teaching.

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Top Six Count Down: Number FiveTop Six Count Down: Number Five

True or False?

In previous times, ELLs learned English quickly and assimilated rapidly into

American schools.

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FALSE

At the turn of the previous century, ELLs often did not stay in school but, instead,

moved quickly into the workplace.

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At the turn of the previous century, ELLs often did not stay in school but, instead,

moved quickly into the workplace.


The world is no longer the place it was in the late 1800s and early 1900s. ELLs must

learn to read, and comprehend challenging academic content, if they are to succeed in

today’s economy.

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Top Six Count Down: Number FourTop Six Count Down: Number Four

True or False?

Once our ELLs have learned to speak, they have acquired the English language.

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FALSE

Language acquisition, especially for academic purposes, involves all four

domains: Listening, Speaking, Reading and Writing. (Cummins, 1980)

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Language acquisition, especially for academic purposes, involves all four

domains: Listening, Speaking, Reading and Writing


We cannot mistake oral, social communicative skills for fluent English

proficiency.

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Top Six Count Down: Number ThreeTop Six Count Down: Number Three

True or False?

Native language plays no role in second language acquisition.

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FALSE

Native language plays a large role in second language acquisition.

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If students are literate in their first language and new to the English language, then many of the concepts they have about

literacy will transfer to learning the second language. (Cummins, 1992)

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If students are not literate in their first language and new to the English language,

learning to read in English will be much more difficult.

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Use the native language when possible

If you cannot use the native language, be sure that your instruction has meaning for the students

Encourage parents to use their native language with their children at home

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Top Six Count Down: Number TwoTop Six Count Down: Number Two

True or False?

Affirming an ELL’s first language and culture is irrelevant to their academic success.

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FALSE

Affirming an ELL’s first language and culture is critical to their academic success.

(Beaulieu, 2002)

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Affirming an ELL’s heritage language and culture is critical to their academic

success.


Using reading material that reflects the heritage of our students lowers the affective filter (Krashen, 1981), stimulates

motivation (Walqui, 2000) and enriches every student in the classroom (Menkart, 1993).

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Top Six Count Down: Number OneTop Six Count Down: Number One

True or False?

It takes forever for ELLs to be able to compete academically with their peers.

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FALSE

With proper attention and instruction, ELLs will be able to compete

academically with their peers sooner than you think . (Calderon, 2007)

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With proper attention and instruction, ELLs will be able to compete academically with

their peers sooner than you think.


We need not wait until ELLs are orally proficient before we begin to teach

reading.(National Literacy Panel, August and Shanahan, 2006)

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What’s Different About Teaching Reading for Students Learning English? What’s Different About Teaching Reading for Students Learning English?

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Research Base:

National Reading Panel (2000)

Core elements of literacy for L1 students also apply to L2 speakers of English

National Literacy Panel (2006)

Although L2 needs are compatible with Reading First, August and Shanahan (2006) note differences in instructional implications for L2 learners, including emphasis needed on oral language and vocabulary development.

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Goals of the Program

Develop an understanding of how learning to read in English differs for native English speakers and English language learners

Understand five components of reading instruction that are the foundation of successful reading programs (Reading First)

Identify effective strategies to improve reading instruction for native English speakers and English language learners in elementary and middle school classrooms

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Incorporates key findings of the National Research Panel:

Phonemic Awareness

Phonics

Vocabulary

Fluency

Comprehension

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Teaching Reading: Focus on ELLs

Comprehension

Vocabulary Development

Beginning Reading (phonemic awareness and phonics)

Fluency

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A Principles to Practice ApproachA Principles to Practice Approach

The Four Principles

1. Increase Comprehensibility

2. Increase Student-to-Student Interaction

3. Increase Higher-Order Thinking and use of Learning Strategies

4.Make Connections to Students’ Lives and Cultures

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What’s Different… ? What’s Different… ?

Chapter 1 The Nature of Reading

We will watch a segment of a video entitled, “Why Reading is Hard?” (Catherine Snow and Lily Wong-Filmore)

We will learn to read in Arabic.

Study Guide, pages 24-32

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Chapter 1 The Nature of Reading

Reflections on learning to read in Arabic.

Turn and Talk with a Partner.

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Chapter 2 Comprehension

Sample Text: Read the text that will appear on the next slide.

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ComprehensionComprehension

In addition there were at Alexandria, in the great library and in the private libraries of the mystics, all those various sources of information, and in the intellectual and religious atmosphere of the place all those synthetical and theosophical tendencies which make for the formulation of a universal system of religion. And this we know was the task that Valentinus set before him as his goal. He determined to syntheticize the Gnosis, every phase of which was already in some sort a synthesis. But in so doing, Valentinus did not propose to attack or abandon the general faith, or to estrange the popular evolution of Christianity which has since been called the Catholic Church. He most probably remained a Catholic Christian to the end of his life.

Fragments Of A Faith Forgotten: Some Short Sketches Among The Gnostics by G. R. S. Mead

http://www.amazon.com/exec/obidos/search-handle-url?%5Fencoding=UTF8&search-type=ss&index=books&field-author=G.%20R.%20S.%20Mead

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ComprehensionComprehension

How do we make the text comprehensible?

Before Reading: Provide backgroundPreview vocabulary

During Reading: Parse text, guide

After Reading: Reinforce vocabularyReview

Study Guide, pages 81 - 89

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Comprehension - Before ReadingComprehension - Before Reading


Before Reading: Provide background

What is Gnosis? − A religion most prevalent during the middle of the 2nd century

AD;− Combined Christianity with older Greek religious beliefs− Followers believed that God is revealed through personal

revelation.

Who was Valentius?− A bishop expelled from the Christian church in 155 AD because

he believed in and preached about Gnosis.

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Comprehension - Before ReadingComprehension - Before Reading


Before Reading: Preview vocabulary

Gnostic = a person who believes in Gnosis

theosophical = a philosophy that believes that knowledge of God can be achieved through special, individual experiences of God

synthetical, syntheticize, synthesis = finding truth through experience

to estrange = to alienate

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Comprehension - During ReadingComprehension - During Reading


During Reading: Parse text, guide the reading

In addition there were at Alexandria, in the great library and in the private libraries of the mystics, all those various sources of

information [In libraries in Alexandria],

and in the intellectual and religious atmosphere of the place [and in intellectual and religious circles in Alexandria]

all those synthetical and theosophical tendencies which make

for the formulation of a universal system of religion [there were spiritual movements that lent themselves to the creation of a universal system of religion-- that religion ultimately being Christianity].

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Comprehension - During ReadingComprehension - During Reading

And this we know was the task that Valentinus set before him as his goal. He determined to syntheticize the Gnosis, [Valentinus tried to find truth in his religion through personal, spiritual experience] every phase of which was already in some sort a synthesis.

But in so doing, Valentinus did not propose to attack or abandon the general faith, or to estrange the popular evolution of Christianity which has since been called the Catholic Church. [Valentinus didn’t think that his views were in conflict with Christian beliefs.]

He most probably remained a Catholic Christian to the end of his life.

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Comprehension - After ReadingComprehension - After Reading


After Reading: Reinforce vocabulary

Draw a picture that will help you remember these vocabulary words.theosophical = a philosophy that believes that

knowledge of God can be achieved through special individual relations with God

synthetical, syntheticize, synthesis = finding truth through experience

to estrange = to alienate

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Comprehension - After ReadingComprehension - After Reading

Review and Extend Through Writing (Personalize)

You are Valentius. You are writing in your diary. Write about being expelled from the Church, why you believe in Gnosis, and why you also believe you are still a Christian.

(presumes you read more than this one passage)

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Comprehension Comprehension

Use text that your ELLs will find interesting and will be motivated to read.

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Comprehension Comprehension

Timber Rattler is Now the State's [WV’s] Official Reptile

Governor Joe Manchin gave more than a few cautious glances to his right as he welcomed students from Romney Middle School to his office in Charleston Thursday. It isn't often the governor addresses guests with a three-foot rattlesnake eyeballing him from four feet away. However, the snake was safely secured in a glass aquarium and seemed disinterested in being the guest of honor as Manchin signed the bill proclaiming the timber rattler West Virginia's official state reptile."When kids come into the office I ask them all of the questions, the state animal, the state fish, and the state bird. This will become the newest question and only those who are in attendance today will know the answer, said Manchin. The resolution was the idea of students at Romney Middle School in Hampshire County. Teacher Ron Wolford said part of the curriculum called for the class to produce a piece of mock legislation."We just decided to go ahead and make a real bill," said Wolford.

Metro News 4-3-05

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Chapter 3 Vocabulary

Cognates

What do these Spanish words mean in English?

costa

desierto

oceano

montañas

cañón

Study Guide, pages 112 - 113

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Activities for Vocabulary Development

1. Take three items that you brought with you today and put them on your table.

2. Write the names of the objects on the index cards provided.

3. Now sort/categorize them.

Adapted from C.Collier (2007)

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Vocabulary Development

Reflection

Turn and Talk

Study Guide, page 120

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Chapter 4 Beginning Reading

Phonemic Awareness and Phonics Considerations for ELLs

ELLs not literate in first language

ELLs with different sound system in L1

ELLs with nonalphabetic writing systems

ELLs with similar sounds systems using alphabetic writing systems (like Spanish)

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What’s Different… ? Beginning ReadingWhat’s Different… ? Beginning Reading

Activity: Name the beginning sounds for each of the words in the pictures IN GERMAN.

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Kuh Blumen Hase

Study Guide, pages 144,150

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What’s Different… ? FluencyWhat’s Different… ? Fluency

Chapter 5 Fluency

Activity: Use reading pg. 178 of Study Guide

Grade 6 Where Did You Get Those Jeans?

Work in Pairs

Identify yourself as A. or B.

A: Reads first for one minute. Note the number of words you read

B: Reads next for one minute. Note the number of words read.

A: Reads again, and notes improvement, as the case may be.

B: Reads again, and notes improvement, as the case may be.

(William Grabe, TESOL, 2008)

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A Principles to Practice ApproachA Principles to Practice Approach

The Four Principles

1. Increase Comprehensibility

2. Increase Student-to-Student Interaction

3. Increase Higher-Order Thinking and use of Learning Strategies

4.Make Connections to Students’ Lives and Cultures

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Contact InformationContact Information

Lisa TabakuAssociate Manager, CAL ServicesThe Center for Applied Linguistics4646 40th St., N.W.Washington, D.C. 20016-1859Main: 202 362 0700 ext. 510Direct: 202 355 1510Fax: 202 373 [email protected]

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