whats different about teaching reading to students learning english? may 6, 2008 charleston, west...
TRANSCRIPT
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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Top Six Count Down: Number SixTop Six Count Down: Number Six
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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Top Six Count Down: Number SixTop Six Count Down: Number Six
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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Top Six Count Down: Number FiveTop Six Count Down: Number Five
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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Top Six Count Down: Number FiveTop Six Count Down: Number Five
At the turn of the previous century, ELLs often did not stay in school but, instead,
moved quickly into the workplace.
What are the implications for Reading?
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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Top Six Count Down: Number FourTop Six Count Down: Number Four
FALSE
Language acquisition, especially for academic purposes, involves all four
domains: Listening, Speaking, Reading and Writing. (Cummins, 1980)
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Top Six Count Down: Number FourTop Six Count Down: Number Four
Language acquisition, especially for academic purposes, involves all four
domains: Listening, Speaking, Reading and Writing
What are the implications for Reading?
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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Top Six Count Down: Number ThreeTop Six Count Down: Number Three
FALSE
Native language plays a large role in second language acquisition.
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Top Six Count Down: Number ThreeTop Six Count Down: Number Three
Native language plays a large role in second language acquisition.
What are the implications for Reading?
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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Top Six Count Down: Number ThreeTop Six Count Down: Number Three
Native language plays a large role in second language acquisition.
What are the implications for Reading?
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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Top Six Count Down: Number ThreeTop Six Count Down: Number Three
Native language plays a large role in second language acquisition.
What are the implications for Reading?
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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Top Six Count Down: Number TwoTop Six Count Down: Number Two
FALSE
Affirming an ELL’s first language and culture is critical to their academic success.
(Beaulieu, 2002)
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Top Six Count Down: Number TwoTop Six Count Down: Number Two
Affirming an ELL’s heritage language and culture is critical to their academic
success.
What are the implications for Reading?
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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Top Six Count Down: Number OneTop Six Count Down: Number One
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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Top Six Count Down: Number OneTop Six Count Down: Number One
With proper attention and instruction, ELLs will be able to compete academically with
their peers sooner than you think.
What are the implications for Reading?
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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What’s Different About Teaching Reading for Students Learning English? What’s Different About Teaching Reading for Students Learning English?
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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What’s Different About Teaching Reading for Students Learning English? What’s Different About Teaching Reading for Students Learning English?
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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What’s Different About Teaching Reading for Students Learning English? What’s Different About Teaching Reading for Students Learning English?
Incorporates key findings of the National Research Panel:
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
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What’s Different About Teaching Reading for Students Learning English? What’s Different About Teaching Reading for Students Learning English?
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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What’s Different… ? What’s Different… ?
Chapter 1 The Nature of Reading
Reflections on learning to read in Arabic.
Turn and Talk with a Partner.
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What’s Different… ? What’s Different… ?
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
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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
How do we make the text comprehensible?
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
How do we make the text comprehensible?
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
How do we make the text comprehensible?
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
How do we make the text comprehensible?
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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What’s Different… ? What’s Different… ?
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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What’s Different… ? What’s Different… ?
Chapter 3 Vocabulary
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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What’s Different… ? What’s Different… ?
Chapter 3 Vocabulary
Vocabulary Development
Reflection
Turn and Talk
Study Guide, page 120
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What’s Different… ? What’s Different… ?
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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What’s Different… ? What’s Different… ?
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]