Not so many years ago, such a billboard would simply have read: It is a privilege of the few to be able to read and write Icelandic, a language understood by only aroundpeople worldwide.
We fail to exercise most of Reading english as a second language above skills and much of what readers bring to a text, if we remain with or within the sentence.
Study at sentence level is a very small part of reading comprehension. Having correctly presented the reading text, it is wise to try to prevent sentence-level addicts from reaching for dictionaries or demanding instant explanation of unknown items.
Interesting material for purposeful reading will probably be authentic. The teacher's pre-questions, detailed comprehension Qs and exercise types may also lead back to sentence level habits unless they are thoughtfully constructed. It is probably best if the tasks demanded of the students I.
Initial questioning should focus on general function rather than detailed comprehension. I'm not sure how wise it is to guide students' anticipation or 'purpose for reading' to this extent. Another technique is to pre-list 6 or 7 pieces of information.
The students are asked which of the items they would expect to find in a text of the given title.
They then confirm their hypotheses by reading the text. Transfer of skills to LT and practising them in the new language can be achieved without telling students overtly that they are learning reading strategies.
Reading skills are rarely needed in isolation from other activities. Therefore there is ample justification to integrate ones teaching of reading with listening, speaking and writing.
Although it is useful to specify reading skills, a broader goal may be to develop and practise study skills in LT the target language.
It has been mentioned how selection of interesting texts can lead fairly directly to discussion of topic. Reading as preparation for a role play or a simulation may draw further on internal resources.
The link with dramatic activities draws the practice into the realm of interpretation, raises motivation and increases the possibilities for discussion.
Texts describing roles may be interpreted very differently depending on the way the readers adapt themselves to the tasks they have to perform.
Role cards will provide clues to character, situation and language but will leave scope for student interpretation. Discussion as to what is salient both within and outside the texts could easily be as useful as the role play itself. Simulations also involve longer reading texts and diagrams representing the main areas of conflict as well as detailed preparation of lexis and language functions See Heyworth's "The Language of Discussion".
Reading tasks designed to familiarize students with the nature of discourse may not only improve reading speed and efficiency but may also build a bridge between reading and writing. Putting pictures into a satisfactory sequence, matching them with sections from a text which have themselves been taken out of sequence, can focus on the organization of discourse.
See jumbled paracgraphs in F. Grellet's "Developing Reading Tasks". Removing the visual support will ensure that these recognition skills are developed. Another way to focus on the rhetorical organisation of reading texts presented to the student is through use of visual aids: A good visual aid has the virtue of focussing both on the global function of the accompanying text and the important points to be included in any transfer of information.
Activities such as 'reading leading to spoken or written summary', note-taking or transfer of information to a grid or diagram, help to emphasize that as in the learner's L1, reading is an active process.
Moreover, a given text is only one possible vehicle for carrying meaning given information.
In native reading we constantly extract and reconstitute information bringing our own personalities and knowledge of audience to bear on its future presentation.
Our students should be encouraged to bring their own personalities feelings, experiences, knowledge to bear, transferring information from one rhetorical mould to the next to suit their purposes. The language study input need not block out the purpose for reading I.
I have used the Cloze procedure and fill-in exercises to test various grammatical items and forms. However, the completed texts can also be taken a whole. My 'on-the-spot reporters' describing the actions and scenery they see around them are not only cueing the Present Continuous.
The function of these texts is to encourage students to visit Rottingdean, etc. If students have assembled something then they should have a chance to use it as a whole.
My stencils read sufficiently naturally to be used for oral or written reconstruction e. Purely atomistic teaching e. It may be demonstrated to the intermediate student that the purpose for reading is clearly not the comprehension of every word in a text.
Given suitable follow-up tasks note:Kids who learn English as a second language (ESL) can benefit from lessons and activities in a variety of formats, helping them stay engaged and have fun while learning.
Interactive games and activities, vocabulary instruction, listening and reading comprehension, videos and other types of lessons can help kids learn ESL successfully.
Second Grade Language Extensions – Lesson Overview. Language arts extensions is a component of the complete language arts curriculum. It contains a variety of chapters made up of several activities, worksheets, quizzes and chapter tests.
Reading Comprehension Skill Building. Build your own English reading comprehension skills with these exercises, vocabulary lists, and follow-up quizzes, plus tips and strategies for teachers who want to deploy these resources in the classroom.
and fifth -grade students for whom English is a second language (English language learners). Researchers and teachers collaborated in developing and implementing intervention strategies directed at impro ving vocabulary knowledge and reading comprehension in English language learners.
At the same time, a second language learner who is a strong reader and has learned to understand English as a printed language (learning both the syntax and grammar of the target language), may have difficulty understanding native speakers whose dialects may vary. Become an English as a Second Language Teacher with Confidence Unlike other teacher certification test preparation material, our MTEL English as a Second Language study guide drills all the way down to the focus statement level, providing detailed examples of the range, type, and level of content that appear on the test.