Assignment 5

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University of West Alabama *

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101

Subject

Linguistics

Date

Apr 3, 2024

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docx

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Uploaded by KidCrown449 on coursehero.com

Assignment 5.2 Principle #1: Learning to Read in a Second Language is Similar to Learning to Read in a First As the text states, “students learn to read only once in their lives.” It has been observed that if there are interesting reading materials available in classrooms, students who are literate in their first language seems to start reading spontaneously in English as their proficiency develops. Therefore, in order to support these students, I will have a variety of reading materials in my class. I will provide reading materials that are relevant for learners, that find connections that can integrate home and school experiences. I will also set the purpose for writing that will motivate learners to communicate through text, such as writing letters to pen pals and community leaders about students’ interests and problems. Principle #2: Second Language Literacy Draws on Both First and Second Language Knowledge Learners who are not literate in their native language will require more time to develop these skills in English. Studies have shown that learners who have developed a high level of literacy in their native language are the most successful in developing literacy skills in English. Second language literacy therefore builds on both native and second language knowledge and skills. I will work closely with my students on phonology, lexicons, morphology and syntax. I will teach my students vocabulary, as knowing a large vocabulary can simplify any reading task and is one of the single most important aspects of an ELL’s proficiency in reading and comprehending text. I can help build my ELL students’ vocabulary by using semantic mapping, semantic feature analysis, and semantic feature charts. I can also help my students with the knowledge of discourse structures by using authentic materials to help learners use the context in making predictions as to the type of organization of information to be included in the text. Principle #3: Second Language Literacy Draws on Background Knowledge Our prior experiences are the basis for our expectations of every literacy event. The role of background knowledge in reading comprehension is important, as is the importance for teachers to know their students and their cultures well enough to have some idea of their students’ likely familiarity with a topic. I can assess students’ background knowledge by the regular use of semantic webs as pre-reading activities. This will provide me with an idea of the range and depth of students’ knowledge of a topic and know where difficulties may lie, it will serve to activate existing knowledge for students and serve as advance organizers in reading a text, and it will allow the students and I to come to common understandings of basic concepts related to the main topic.

Principle #4: Second Language Literacy Must Include Academic Competence As a teacher, I will provide opportunities for my learners to use their reading and writing skills in academic contexts and to develop their “academic competence” in their second language. I can provide my students with many opportunities to practice using academics through reading and writing. What’s more, I can teach pre-reading strategies to my students to help them develop and activate background knowledge necessary in the reading. I can do this by organizing concrete experiences, demonstrations, or discussions. I can also use a K-W-L chart beginning with statements about what learners know and want to know about the topic. I can also give my students post-reading strategies such as story/cognitive maps or other graphic organizers to establish the main events or ideas in a text show their relationships.

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