reading in a second language evelyne s. barker, phd esol/title iii program manager february 20, 2006
TRANSCRIPT
Reading in a Second Language
Evelyne S. Barker, PhDESOL/Title III Program ManagerFebruary 20, 2006
English Language Learners
Who are they?
How do they qualify for services?
How are they assessed?
How long does it take for them to become proficient in English?
English Language Learners and Reading
• What does reading mean for ELLs?
• How do ELLs learn to read?
• Why is reading easy for some ELLs and difficult for others?
What Skills Do Native Speakers of English Bring to Reading?
Passage 1
The procedure is actually quite simple. First, you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. IF you go somewhere else due to the lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is
Passage 1 (cont’d)
Better to do too few things at once than too many. In the short run, this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we don’t need to discuss it here. At first, the whole procedure will seem complicated. Soon, however, it will become just another part of your life. It is difficult to foresee any end to the necessity of this task in the future.
Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
Reflection
What made passage one difficult to read?
What made it somewhat understandable?
What problems do you think an English language learner would have had with passage one?
What Skills Can You Transfer to Reading in Another
Language?
Now it’s your turn…
What skills can you transfer to reading in a second language?
Transfer
Choisis la meilleure réponse pour compléter la phrase.
Pierrot _________ le ballon.
A. tientB. fermeC. lanceD.attrape
Transfer
Marie, Denise et Paul sont allés au magasin pour acheter un cadeau d’anniversaire pour la petite soeur de Denise. Les trois amis lui ont acheté un beau petit ours en peluche.
Pourquoi Marie et ses amis sont-ils allés au magasin?
1. Pour voir la soeur de Denise.2. Pour acheter des chaussures.3. Pour déjeuner.4. Pour acheter un cadeau.
Transfer
Lis les directions que le professeur d’histoire a donné à ses élèves.
1. Sur la carte d’Alaska, met un point rouge à côté du nom de la capitale. 2. Puis, met un point bleu à côté des deux plus grandes villes. 3. Met un triangle vert à côté du nom de la plus haute chaine de montagnes.
Qu’est-ce que les élèves doivent faire?
1. Ils doivent copier la carte d’Alaska.2. Ils doivent indiquer certains lieux sur la carte d’Alaska.3. Ils doivent colorer les rivières sur la carte d’Alaska.4. Is doivent répondre a des questions concernant la carte
d’Alaska.
Reflection
What made these texts easy to read?
What made them difficult?
How a Paragraph Looks to Beginning English Language Learners
The __in New York are very ____in the ___.
There are not many ___about and the ___
are made by ___and not ___. You ___
the ___of __in the ___, the __of the ___, the
of ___ ___in the ___and the___of the ___.
How a Paragraph Looks to Intermediate English Language Learners
The ___Gardens in New York are very ____in the morning. There are not many persons about and the sounds are made by ___and not men. You hear the ___of __in the lake, the cry of the ___, the ___
of the birds in the ___and the___of the ___.
Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
Advanced English Language Learners
The Botanical Gardens in New York are very peaceful in the morning. There are not many persons about and the sounds are made by animals and not men. You hear the splash of fish in the lake, the cry of the geese, the cawing of the birds in the bushes, and the movements of the monkeys.
Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
What Makes Reading in the Content Areas Difficult for English Language Learners?
Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
U.S. Department of Education Guidelines
Title III
English language proficiency assessments
AMAOs
English language proficiency standards
Title I
Academic content standards
Academic content assessments
AYP
Increase English proficiency and academic achievement
Guidelines for Reading in the Content Areas
1. Build on students’ background knowledge and provide the “Big Picture.”
2. Explicitly teach essential content vocabulary.
3. Set a purpose for reading.
4. Teach reading strategies and other skills needed for academic success.
5. Read aloud to the students.Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
Directed Reading/Thinking Activity
1. PREVIEW the reading.
2. PREDICT the content.
3. READ in sections.
4. CHECK the predictions.
5. SUMMARIZE the main points.
Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
Thinking Skills
Lower Order Thinking SkillsStudents receive or recite pre-specifiedinformation or work through repetitive routines.
Higher Order Thinking SkillsStudents combine facts and ideas to arrive at new meanings (conclusions, interpretations, or solutions)
Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
Practice Activity Using “From the Text to Graphics and Back Again”
• Preview a chapter and determine how it is organized and what its key concepts are.
• Draw a graphic organizer that will help students understand the organization of the text and/or important content and relationships in the chapter.
• Write several, simple sentences that express the content and relationships illustrated in the organizer.
• Describe a student writing task which would use the content, language, and relationships in the organizer.
Enriching content classes for Secondary ESOL Students Center for Applied Linguistics
Useful Websites:
• www.travlang.com/languages • Ask the language expert at [email protected]• Translation site www.yourdictionary.com• On line English learning sites:
– www.eflnet.com – www.eslcafe.com– www.//webster.commnet.edu
Useful Websites:
• http://www.neat-schoolhouse.org/language.html• Center for Applied Linguistics www.cal.org• National Academy Press
www.nap.edu/books/0309054974/html
• www.delta-systems.com
• www.sil.org/ethnologue
• www.krysstal.com/langfams.html
Useful Websites:
• DOE ESOL Links //public.doe.k12.ga.us/ci_iap_esol.aspx?folderID=86&m=links&ft=Web%20Resources
• DOE ESOL Resource Guide www.glc.k12.ga.us/pandp/esol/resguide.htm
• For never before encountered language names www.ethnologue.org
• For parent notification forms in over 20 different languages
www.transact.com
