Learning to speak a language orally is similar in many ways to
the reading process for English Language Learners.
-Pauline Gibbons (2002) suggests that, “it is often at moments
of struggle that real steps in learning are achieved. This is true of speaking
a language orally and the reading process. Moments of struggle encourage the
reader or speaker to find a remedy or a solution for the struggle, which can
often be useful in future situations as well.
-Both oral language learning and the reading process for ELLs
require immediate and specific feedback from a knowledgeable speaker/reader.
When learning to speak a language the speaker must speak and then gain insight
as to whether or not their intended message was communicated clearly. If it was
not communicated clearly, the ELL student needs specific feedback for how they
could clarify. For emergent reader ELL students, the readers must attempt to
decode or use other clues to identify a word, before receiving feedback and
support from a knowledgeable reader.
-Group work is useful for oral language development for
English Language Learners and for the reading process as well. Students can view
their peers as model readers and thinkers, expanding their thinking processes
and their vocabularies. Students may hear a peer say something, or phrase
something a certain way that they want to try as well. Students may also
perform at higher levels when around their peers to try to keep up with and
even show off a little for their friends.
-Context in important for both oral language and for the
reading process. Oral comprehension is increased when “language is used in an
appropriate context and used meaningfully for a particular purpose” (Gibbons,
2002). ELL students may also use nonverbal context clues to help decipher
meaning, such the location of the conversation, the speaker or gestures. While
reading, ELL students may use context clues such as surrounding words in a book
or picture clues to help determine the meaning of unknown vocabulary words.
References:
Gibbons, Pauline (2002). Scaffolding Language, Scaffolding
Learning. Portsmouth, NH: Heinemann Publishing.
No comments:
Post a Comment