Running Head: ENGLISH LANGUAGE LEARNERS 1 English Language Learners Jennifer Hoerger The University of Akron Understanding Literacy Development and Phonics Spring 2012 Mrs. Janet Jones April 9, 2012
ENGLISH LANGUAGE LEARNERS 2 English Language Learners Teachers have the monumental task of effectively teaching each diverse student in the classroom to learn to read fluently. Among these diverse students are English Language Learners. Because they are learning to speak English, one of the most difficult languages to master, learning to read will be more challenging for these students (Gregory & Burkman, 2012, p. 64). It is important for teachers to use effective strategies to help English Language Learners become proficient readers since reading is a vital component of all academic areas. By helping these students learn to read fluently, teachers will help them achieve in school. Young and Hadaway (2006) describe the increasing importance of helping English Language Learners learn to read, since the No Child Left Behind Act requires that all students be proficient in reading and mathematics (p. 8). This paper highlights effective instructional strategies and activities that teachers can incorporate in their classrooms to help English Language Learners become effective readers. It is important for teachers to realize that each English Language Learner will have different learning experiences and needs. Young and Hadaway (2006) describe how the following factors will influence students English speaking and reading abilities: country or language of origin, amount of schooling in the child s native language, and the language that is primarily spoken in the child s home (p. 9-10). These students will have different levels of English proficiency including beginning, intermediate, and advanced (Young & Hadaway, 2006, p. 81). Based on these factors, teachers need to develop individualized strategies and activities to help each student learn to read. Shelley Hong Xu (2010) describes how many of the same instructional strategies that are used with English speaking children are also found to be extremely effective in teaching English Language Learners to read (p. 10).
ENGLISH LANGUAGE LEARNERS 3 There are multiple strategies that are effective for teaching English Language Learners to read. The strategies that teachers use with these pupils will depend on the students familiarity with the English language. In general, there are multiple strategies and activities that can be used with English Language Learners, but when teachers use them will depend largely on individual students literacy development. However, of the multiple strategies and activities, I found four that I think would be very effective in helping all English Language Learners to learn to read. These include read-alouds, think-alouds, guided reading, and paired reading. The first strategy to help English Language Learners become better readers is readalouds. Read-alouds engage students in the reading process and help them become excited about reading. Teachers can introduce new vocabulary words to help English Language Learners master more of the English language. When teachers choose books that meet their students interests, and read fluently, they will model how to read effectively for English Language Learners (Tompkins, 2010, p. 439). After reading aloud to the students, teachers can teach minilessons on effective reading to help English Language Learners learn more about how to become fluent readers. Read-alouds should be incorporated into literacy instruction every day since they are vital for scaffolding concepts and ideas and assisting these students in hearing and understanding the English Language, which will help them when they read (Young & Hadaway, 2006, p. 91). The second strategy that teachers can use to help English Language Learners become better readers is think-alouds. Teachers use think-alouds to teach students how to direct and monitor their thinking during reading (Tompkins, 2010, p. 473). Teachers demonstrate as they read a book how to use strategies like using context clues or picture clues to figure out the meanings of new words, asking questions to guide thinking, and making predictions to make the
ENGLISH LANGUAGE LEARNERS 4 text more meaningful (Xu, 2010, p. 131). In this way, teachers can instruct students in using effective comprehension strategies and can also show students how to effectively guide their thinking as they read. Teachers can then listen to students think aloud as they read in order to scaffold their learning and offer suggestions to aid in comprehension (Tompkins, 2010, p. 474). This strategy is most effective for English Language Learners in the intermediate or advanced levels who already have established a basic knowledge of phonemic awareness and phonics in English (Xu, 2010, p. 186). One activity that teachers can use to help English Language Learners decode and comprehend text is guided reading (Gregory & Burkman, 2012, p. 81). In guided reading, the teacher selects a book at the students instructional level and introduces it to the small group of homogeneous readers. The students then read the book and use phonemic awareness strategies to decode words and comprehend the text. Students may read aloud quietly or read silently. Teachers can listen to them and offer assistance in sounding out words or determining the meaning of unfamiliar words using comprehension strategies. After the students finish reading, they may talk about the book in a grand conversation and may reread part of the book to better comprehend it (Tompkins, 2010, p. 437). Teachers should use guided reading to help English Language Learners in learning to read at the literal, inferential, and evaluative levels (Gregory & Burkman, 2012, p. 81). Another effective activity for helping English Language Learners develop as readers is paired reading, which helps these students observe and practice the correct use of language, as well as fluency (Gregory & Burkman, 2012, p. 84). Paired reading allows students who are learning English for the first time in a classroom setting [to learn by] modeling and feedback during literacy instruction (Gregory & Burkman, 2012, p. 84). During paired reading, an
ENGLISH LANGUAGE LEARNERS 5 English Language Learner reads with another student. The students take turns reading the book and offering suggestions and feedback. Students may help each other correct mistakes as well (Class Notes, 2012). Paired reading is extremely effective for English Language Learners because reading with a peer reduces stress and anxiety related to reading in school when a student has limited English proficiency (Gregory & Burkman, 2012, p. 84). Research has shown that read-alouds, think-alouds, guided reading, and paired reading are effective strategies to help English Language Learners become better readers. Read-alouds are shown to help all students become engaged in listening to stories, and encourage them to learn to read even more (Tompkins, 2010, p. 440). Read-alouds are also helpful in introducing new vocabulary words and phrases to English Language Learners, introducing different genres to students, and helping them to hear and comprehend the English language (Young & Hadaway, 2006, p. 91). Think-alouds are vital in helping English Language Learners become fluent readers as well since they encourage metacognitive strategies to comprehend text. A think-aloud is an excellent way for teachers to model effective ways to use phonics rules to sound out words and comprehension strategies to help students understand what they read (Xu, 2010, p. 185). Young and Hadaway (2006) describe how guided reading allows English Language Learners to practice new strategies that they are learning with guidance from their teachers and peers (p. 114). In guided reading, the discussion following reading also aids English Language Learners oral language development. Guided reading allows students not only to highlight what they know about using reading strategies, but also allows them to talk, think, and discuss in a nonthreatening situation (Young & Hadaway, 2006, p. 114). Lastly, paired reading is shown to be an effective strategy for English Language Learners because it encourages reading practice and fluency for students as they receive feedback and support from others (Gregory & Burkman,
ENGLISH LANGUAGE LEARNERS 6 2012, p. 84). As a teacher, I will definitely use strategies such as reading aloud to my students and modeling thinking aloud. Every day I will read aloud to my elementary students to model fluent reading and to introduce new vocabulary and text genres. I will use think-alouds, guided reading, and paired reading in my classroom on a regular basis to model and to encourage students to practice reading and using their comprehension and metacognitive skills. I will use guided and paired reading to help English Language Learners to feel more comfortable practicing strategies and sounding out words in small group situations so that they do not feel self-conscious about their abilities. By using such strategies and activities as these in my classroom, I will create an environment that fosters effective reading for not only English learners, but also for all my students. As a teacher I will remember that English Language Learners bring different experiences, cultures, and language backgrounds to my classroom which will create a unique learning environment. I will do my best to help these students become effective readers to help them strive to their full potential in school and in life.
ENGLISH LANGUAGE LEARNERS 7 References Gregory, G. H. & A. Burkman. (2012). Differentiated literacy strategies for English language learners, grades K-6. Thousand Oaks, CA: Corwin. Tompkins, G. E. (2010). Literacy for the 21st Century: A Balanced Approach (5th ed.). Boston, MA: Pearson Education. Young, T. A. & N. L. Hadaway. (2006). Supporting the literacy development of English learners: increasing success in all classrooms. Newark, DE: International Reading Association, Inc. Xu, S. H. (2010). Teaching English language learners: literacy strategies & resources for K-6. New York, NY: The Guilford Press.