meeting the needs of second language speakers – reading
TRANSCRIPT
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Meeting the needs of second language speakers
– Reading
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What do these tasks tell us about how we read?
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Reading - theories
1. Cultural / text knowledge helps learners decode text
2. Readers will focus on words they don’t know
3. Fluent readers make use of a number of cues (semantic, contextual, phonic)
4. For second language readers phonic cues may be less effective
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What are the implications for ESOL learners?
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Implications 1. Different culture/ different schemata
therefore less to draw on
3. Lack confidence
4. Lose interest because they can’t keep up
2. Limited vocabulary and knowledge of grammar - get stuck on new vocabulary read slowly and become dictionary dependent
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Reading stages to help ESOL Learners
• The readers schemata need to be activated through a pre reading task (this could include a focus on lexis)• Visuals headlines and headings should be drawn on to encourage the practice of prediction
• A gist task can help the reader obtain a quick overview and probably confirm their predictions (skimming)
•A specific reading task allows the reader to obtain more information or check their understanding of new vocabulary (scanning)
* Students need to be given a purpose for reading