meeting the needs of second language speakers – reading

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Meeting the needs of second language speakers Reading

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Page 1: Meeting the needs of second language speakers – Reading

Meeting the needs of second language speakers

– Reading

Page 2: Meeting the needs of second language speakers – Reading

What do these tasks tell us about how we read?

Page 3: Meeting the needs of second language speakers – Reading

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

Page 4: Meeting the needs of second language speakers – Reading

What are the implications for ESOL learners?

1.

2.

3.

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Page 5: Meeting the needs of second language speakers – Reading

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

Page 6: Meeting the needs of second language speakers – Reading

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