To be skilled in the second language, learners should have at least one of the fundamental skills of the target language. Apart from speaking and listening skills, reading is the basic skill a person can learn from the classroom. However, different people have different ability in learning all fundamental skills. One might be good at writing, but another one might skill at reading. According to Phantharakphong and Pothitha (2014), it is said that all fundamental skills are essential for EFL (English as a Foreign Language) or L2 learners to use in their communication. Nevertheless, one big problem for L2 learners is lacking of the ability to analyze and make the understanding in reading comprehension (Phantharakphong and Pothitha, 2014). In …show more content…
Besides, not only the strategies that the teachers assign students to read more literatures in a second language and support them to generate the questions can boost students’ capability in reading, but using reading aloud technique can also develop their ability in reading comprehension according to Ninsuwan (2015). The results of this experimental strategy prove that reading aloud can help students to remember the vocabulary and also help them improve their pronunciation as well. Accordingly, these three strategies are used effectively in developing students’ ability in reading comprehension since the students can fluently read and logically analyze the contexts as well as memorize new words from reading several texts written in a second language. For this reason, it can be seen that using diagnostic instruments in teaching English for L2 learners can enhance the ability of the learners to have more in-depth understanding as well as increase their interest and concentration on reading comprehension
Keeping in mind the end goal to enable learners to create certainty and confidence, cognitively teachers must examine the proposes of reading instruction and enable learners to create explanatory, procedural, and restrictive learning of these psychological methodologies, in this way assembling that would advance learners metacognitive control of particular learning strategies. The Linguistic foundations of reading and writing development is based on the viewpoint that the writer or reader uses their knowledge of the things around them and the structure of language to make connections of reading or writing content. According to research linguists, all cultures try to represent key aspects of their verbal language into their written languages. Based on major developments and contributions, " Letters and letter units correspond to particular sounds (phonemes); spaces in between words represent junctures in spoken language; and typographical RUNNING HEAD: Benchmark Reading Instruction features represent other linguistic properties (emphasis, the end of the sentence, etc.)"
The district that I work for has a student population of approximately 88 % English Language Learner (ELs). My elementary school has a Bi-Literacy Language program (Bi-Lit) that instructs student in their native home language towards English Language proficiency in grades K to 6th. My school is one of five in our district that offer a Bi-Lit program. The remaining 9 elementary schools offer a Structured English Immersion program (SEI).
After covering multiple programs, in my opinion, I believe Dual Language Two-Way immersion model programs are the most beneficial model to use for bilingual/ESL students. The two-way model supports students of both languages used within the program to reach biliteracy, bilingualism, and biculturalism. This model is more likely to close the achievement gap for ELL students. Because ELL students are placed in classrooms with native-English-speaking students they can learn from each other to reach the goals established by this model. Fostering a student's native language while also teaching them the target language will not only allow students to feel less pressure and lower the affective filter but assist in students remaining connected to their roots.
Every student gets the same passage, passages that are meant to teach them how to read. But these passages are actually doing a poor job of helping them master the skill, the transition from learning to read and reading to learn is not that great because the programs are not helping the students build a vast vocabulary. Furthermore, some teachers rely on these program as their sole teaching method, hindering the students’ development. For ELL students to learn the skill they need to be able to understand the vocabulary that the passages include.
One in five United States residents speaks a foreign language. Try to do the math of this and it gives you roughly sixty-one million people in the United States that speak a foreign language. Being bilingual helps you in many different ways. It helps with your first language. It helps you communicate with others in ways that you were not capable of doing before and helps with your self-confidence.
Reading Indicator 5.2 Think Aloud is the researched – based reading strategy I chose to use to facilitate the reading comprehension skills while reading nonfiction literature. The strategy used for 5.2, think aloud, is teachers modeling the use of text features to increase students reading comprehension of nonfiction text. Students will observe the teacher asking specific questions about the text, illustrations, charts, and other text features to understand what the text is saying at a deeper level, and retain more information about the text. Furthermore, my objective is that, students will learn how to effectively use text features as they observe the teacher modeling the process, using the reading strategy think aloud, for students while reading a text.
Frank Smith, a famous author from the Cold War era, stated, “one language sets you in a corridor for life. Two languages open every door along the way” (Smith 110). Several school districts across the nation have implemented dual language immersion programs in their elementary schools. With a fast-growing immigrant rate in the United States, being multilingual has become extremely useful to many U.S. citizens. Dual language immersion programs should be implemented into every elementary school curriculum because children in these programs acquire a second language, which helps them develop useful skills, become more aware of cultures around the world, and, contrary to the opposition’s claim, it does help students learn better in school.
A second language should be required in all high schools in the United States. Other countries have to know their native language and English, so it’s only fair that Americans learn at least one other language. Furthermore, learning a second language can be vital in today’s increasingly globalized economy.
Meeting the School Readiness Needs of Latino Dual Language Learners in the Early Childhood Classroom Latinos in the United States as of 2013 is the largest growing minority group. One out of four students is Latino. The majority of Latino students are born in the US but do not speak English at their home (Lopez 2013). There are different types of language learners, monolingual learners and bilingual learners which include simultaneous, sequential and emergent learners.
My observation four was conducted at the same location as my previous observations, at Jackson STEM Dual Language Magnet Academy in Pasadena California. I found it difficult to make objective observations since getting to know my students more. The question I took with me into this observation came from our class agenda the week of October 18th, the question that I based my observation was “ does treating all children fairly mean treating them the same?”. It was nice to see how the teacher took notes on each child during the day to report to parents at a later time concerning the progress their child has been making behaviorally and academically.
172) of a good reader and how they monitor and improve their reading comprehension. The teacher introduces seven key strategies for the students to adopt. The seven strategies are to “create mental images, use background knowledge, ask questions, make inferences, determine the most important ideas or themes, synthesize information, and “fix-up””(Migyanka, Policastro, & Lui, 2005, p. 172). A good reader uses all seven strategies. Teachers can help with this learning process and promote the use of the strategies by providing the students with quality literature.
Since reading comprehension is important, so we should also be aware with some of the factors that can affect reading comprehension. Lenz also stated that reading comprehension can be affected from the quality of reading materials given to pupils (2016). What he meant here was that in some texts or passages, writers will be using some basic and simple words. However, some writers can also produce more complex reading material than others. That is why there are some cases where pupils are not able to retain meaning as they were given with complex passages.
Overall purpose(s) of the study, and research question(s): The purpose of this study was to expand the Simple View of Reading to fit the descriptions of ELLs. It is significant to assess what cognitive processes help ELLs in reading comprehension and fluency that is not explicitly stated in the Simple View of Reading, into a model of the expanded view of reading. Methodology: Participants of this longitudinal study included 308 ELLs in 35 classrooms across 12 schools in Canada.
“You can’t see other people’s point of view when you have only one language,” declared psycholinguist, Frank Smith. Just as it is mentioned in this quote, foreign language is important; therefore, people should learn a foreign language at an early age. When learning a foreign language at an early age, it helps people to concentrate and increase comprehension skills. Also, at a young age, the mind is fresh, so the person can take in more information and can easily master a foreign language. In addition, most secondary schools, universities, and jobs require a foreign language to be known.
Traditionally, literacy has been narrowed as individuals’ ability to read and write. However, this term encompasses handling language socially and culturally. Different settings, domains, venues, and channel of communication among other elements are necessary to interpret what is read and to write what is intended to communicate. Hernandez-Zamora (2008) claims literacy is a difficult term to be defined due to it refers to different issues simultaneously. For instance, literacy has been used to define the individuals’ ability to read and write, to describe social and cultural practices which emerge from a symbolic technology to represent words and ideas through graphic signs, or the process of becoming literate through formal or informal instruction.