What’s Different About Teaching Reading to
Students Learning English?
May 6, 2008
Charleston, West Virginia
Lisa Tabaku
Associate Manager,
CAL Services
Washington, D.C.
Agenda
Objective of today’s presentation:
Participants will learn ways in which teaching
reading to English language learners (ELLs) is
different from teaching reading to native
speakers of English.
I. Fundamentals Underlying Instruction for
English Language Learners (ELLs)
II. Experiencing the Differences Ourselves
1
Top Six Count Down
Fundamentals regarding the Teaching and
Learning of English language learners
(ELLs) and Implications for Reading
Instruction
2
Top Six Count Down: Number Six
True or False?
All English language learners (ELLs) are the
same, and they all need the same kind of
instruction.
3
Top Six Count Down: Number Six
FALSE
All English language learners (ELLs) are not
the same, and they need different kinds
of instruction to meet their needs.
4
Top Six Count Down: Number Six
All English language learners (ELLs) are not
the same, and they need different kinds
of instruction to meet their needs.
(Freeman & Freeman, 2002)
What are the implications for Reading?
One size won’t fit all: Reading instruction
will need to be tailored to the kind of ELL
we are teaching.
5
Top Six Count Down: Number Five
True or False?
In previous times, ELLs learned English
quickly and assimilated rapidly into
American schools.
6
Top Six Count Down: Number Five
FALSE
At the turn of the previous century, ELLs
often did not stay in school but, instead,
moved quickly into the workplace.
7
Top Six Count Down: Number Five
At the turn of the previous century, ELLs
often did not stay in school but, instead,
moved quickly into the workplace.
What are the implications for Reading?
The world is no longer the place it was in the
late 1800s and early 1900s. ELLs must
learn to read, and comprehend challenging
academic content, if they are to succeed in
today’s economy.
8
Top Six Count Down: Number Four
True or False?
Once our ELLs have learned to speak, they
have acquired the English language.
9
Top Six Count Down: Number Four
FALSE
Language acquisition, especially for
academic purposes, involves all four
domains: Listening, Speaking, Reading and
Writing. (Cummins, 1980)
10
Top Six Count Down: Number Four
Language acquisition, especially for
academic purposes, involves all four
domains: Listening, Speaking, Reading and
Writing
What are the implications for Reading?
We cannot mistake oral, social
communicative skills for fluent English
proficiency.
11
Top Six Count Down: Number Three
True or False?
Native language plays no role in second
language acquisition.
12
Top Six Count Down: Number Three
FALSE
Native language plays a large role in second
language acquisition.
13
Top Six Count Down: Number Three
Native language plays a large role in
second language acquisition.
What are the implications for Reading?
If students are literate in their first language
and new to the English language, then
many of the concepts they have about
literacy will transfer to learning the second
language. (Cummins, 1992)
14
Top Six Count Down: Number Three
Native language plays a large role in
second language acquisition.
What are the implications for Reading?
If students are not literate in their first
language and new to the English language,
learning to read in English will be much
more difficult.
15
Top Six Count Down: Number Three
Native language plays a large role in
second language acquisition.
What are the implications for Reading?
Use the native language when possible
If you cannot use the native language, be
sure that your instruction has meaning for
the students
Encourage parents to use their native
language with their children at home
16
Top Six Count Down: Number Two
True or False?
Affirming an ELL’s first language and culture
is irrelevant to their academic success.
17
Top Six Count Down: Number Two
FALSE
Affirming an ELL’s first language and culture
is critical to their academic success.
(Beaulieu, 2002)
18
Top Six Count Down: Number Two
Affirming an ELL’s heritage language and
culture is critical to their academic
success.
What are the implications for Reading?
Using reading material that reflects the
heritage of our students lowers the affective
filter (Krashen, 1981), stimulates motivation (Walqui,
2000) and enriches every student in the
classroom (Menkart, 1993).
19
Top Six Count Down: Number One
True or False?
It takes forever for ELLs to be able to
compete academically with their peers.
20
Top Six Count Down: Number One
FALSE
With proper attention and instruction,
ELLs will be able to compete
academically with their peers sooner than
you think . (Calderon, 2007)
21
Top Six Count Down: Number One
With proper attention and instruction, ELLs
will be able to compete academically with
their peers sooner than you think.
What are the implications for Reading?
We need not wait until ELLs are orally
proficient before we begin to teach
reading.
(National Literacy Panel, August and Shanahan, 2006)
22
What’s Different About Teaching Reading for
Students Learning English?
23
What’s Different About Teaching Reading for
Students Learning English?
Research Base:
National Reading Panel (2000)
Core elements of literacy for L1 students also
apply to L2 speakers of English
National Literacy Panel (2006)
Although L2 needs are compatible with Reading
First, August and Shanahan (2006) note
differences in instructional implications for L2
learners, including emphasis needed on oral
language and vocabulary development.
24
What’s Different About Teaching Reading for
Students Learning English?
Goals of the Program
 Develop an understanding of how learning to read
in English differs for native English speakers and
English language learners
 Understand five components of reading instruction
that are the foundation of successful reading
programs (Reading First)
 Identify effective strategies to improve reading
instruction for native English speakers and English
language learners in elementary and middle
school classrooms
25
What’s Different About Teaching Reading for
Students Learning English?
Incorporates key findings of the National Research
Panel:
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
26
What’s Different About Teaching Reading for
Students Learning English?
Teaching Reading: Focus on ELLs
Comprehension
Vocabulary Development
Beginning Reading (phonemic
awareness and phonics)
Fluency
27
A Principles to Practice Approach
The Four Principles
1. Increase Comprehensibility
2. Increase Student-to-Student
Interaction
3. Increase Higher-Order Thinking and
use of Learning Strategies
4. Make Connections to Students’ Lives
and Cultures
28
What’s Different… ?
Chapter 1 The Nature of Reading
We will watch a segment of a video
entitled, “Why Reading is Hard?”
(Catherine Snow and Lily WongFilmore)
We will learn to read in Arabic.
Study Guide, pages 24-32
29
What’s Different… ?
Chapter 1 The Nature of Reading
Reflections on learning to read in
Arabic.
Turn and Talk with a Partner.
30
What’s Different… ?
Chapter 2 Comprehension
Sample Text: Read the text that will appear
on the next slide.
31
Comprehension
In addition there were at Alexandria, in the great
library and in the private libraries of the mystics, all
those various sources of information, and in the
intellectual and religious atmosphere of the place
all those synthetical and theosophical tendencies
which make for the formulation of a universal
system of religion. And this we know was the task
that Valentinus set before him as his goal. He
determined to syntheticize the Gnosis, every phase
of which was already in some sort a synthesis. But
in so doing, Valentinus did not propose to attack or
abandon the general faith, or to estrange the
popular evolution of Christianity which has since
been called the Catholic Church. He most probably
remained a Catholic Christian to the end of his life.
Fragments Of A Faith Forgotten: Some Short Sketches Among The Gnostics by G.
R. S. Mead
32
Comprehension
How do we make the text comprehensible?
Before Reading: Provide background
Preview vocabulary
During Reading: Parse text, guide
After Reading:
Reinforce vocabulary
Review
Study Guide, pages 81 - 89
33
Comprehension - Before Reading
How do we make the text comprehensible?
Before Reading: Provide background
 What is Gnosis?
− A religion most prevalent during the middle of the 2nd century
AD;
− Combined Christianity with older Greek religious beliefs
− Followers believed that God is revealed through personal
revelation.
 Who was Valentius?
− A bishop expelled from the Christian church in 155 AD because
he believed in and preached about Gnosis.
34
Comprehension - Before Reading
How do we make the text comprehensible?
Before Reading: Preview vocabulary
 Gnostic = a person who believes in Gnosis
 theosophical = a philosophy that believes that
knowledge of God can be achieved through
special, individual experiences of God
 synthetical, syntheticize, synthesis = finding
truth through experience
 to estrange = to alienate
35
Comprehension - During Reading
How do we make the text comprehensible?
During Reading: Parse text, guide the reading
In addition there were at Alexandria, in the great library and in
the private libraries of the mystics, all those various sources of
information [In libraries in Alexandria],
and in the intellectual and religious atmosphere of the place
[and in intellectual and religious circles in
Alexandria]
all those synthetical and theosophical tendencies which make
for the formulation of a universal system of religion [there
were spiritual movements that lent themselves to
the creation of a universal system of religion-that religion ultimately being Christianity].
36
Comprehension - During Reading
And this we know was the task that Valentinus set before him
as his goal. He determined to syntheticize the Gnosis,
[Valentinus tried to find truth in his religion
through personal, spiritual experience] every phase
of which was already in some sort a synthesis.
But in so doing, Valentinus did not propose to attack or
abandon the general faith, or to estrange the popular evolution
of Christianity which has since been called the Catholic Church.
[Valentinus didn’t think that his views were in
conflict with Christian beliefs.]
He most probably remained a Catholic Christian
to the end of his life.
37
Comprehension - After Reading
How do we make the text comprehensible?
After Reading: Reinforce vocabulary
Draw a picture that will help you
remember these vocabulary words.
theosophical = a philosophy that believes that
knowledge of God can be achieved through
special individual relations with God
synthetical, syntheticize, synthesis = finding
truth through experience
to estrange = to alienate
38
Comprehension - After Reading
Review and Extend Through Writing
(Personalize)
You are Valentius. You are writing in your
diary. Write about being expelled from the
Church, why you believe in Gnosis, and why
you also believe you are still a Christian.
(presumes you read more than this one passage)
39
Comprehension
Use text that your ELLs will find
interesting and will be motivated
to read.
40
Comprehension
Timber Rattler is Now the State's [WV’s] Official Reptile
Governor Joe Manchin gave more than a few cautious glances to his right
as he welcomed students from Romney Middle School to his office in
Charleston Thursday. It isn't often the governor addresses guests with a
three-foot rattlesnake eyeballing him from four feet away. However, the
snake was safely secured in a glass aquarium and seemed disinterested in
being the guest of honor as Manchin signed the bill proclaiming the timber
rattler West Virginia's official state reptile."When kids come into the office I
ask them all of the questions, the state animal, the state fish, and the state
bird. This will become the newest question and only those who are in
attendance today will know the answer, said Manchin. The resolution was
the idea of students at Romney Middle School in Hampshire County.
Teacher Ron Wolford said part of the curriculum called for the class to
produce a piece of mock legislation."We just decided to go ahead and
make a real bill," said Wolford.
Metro News 4-3-05
41
What’s Different… ?
Chapter 3 Vocabulary
Cognates
What do these Spanish words mean in English?
costa
desierto
oceano
montañas
cañón
Study Guide, pages 112 - 113
42
What’s Different… ?
Chapter 3 Vocabulary
Activities for Vocabulary Development
1. Take three items that you brought with you today
and put them on your table.
2. Write the names of the objects on the index cards
provided.
3. Now sort/categorize them.
Adapted from C.Collier (2007)
43
What’s Different… ?
Chapter 3 Vocabulary
Vocabulary Development
Reflection
Turn and Talk
Study Guide, page 120
44
What’s Different… ?
Chapter 4 Beginning Reading
Phonemic Awareness and Phonics
Considerations for ELLs
ELLs not literate in first language
ELLs with different sound system in L1
ELLs with nonalphabetic writing systems
ELLs with similar sounds systems using alphabetic
writing systems (like Spanish)
45
What’s Different… ? Beginning Reading
Activity: Name the beginning sounds for each of the
words in the pictures IN GERMAN.
46
What’s Different… ?
Kuh
Blumen
Hase
Study Guide, pages 144,150
47
What’s Different… ? Fluency
Chapter 5 Fluency
Activity: Use reading pg. 178 of Study Guide
Grade 6 Where Did You Get Those Jeans?
Work in Pairs
Identify yourself as A. or B.
A: Reads first for one minute. Note the number of words you
read
B: Reads next for one minute. Note the number of words read.
A: Reads again, and notes improvement, as the case may be.
B: Reads again, and notes improvement, as the case may be.
(William Grabe, TESOL, 2008)
48
A Principles to Practice Approach
The Four Principles
1. Increase Comprehensibility
2. Increase Student-to-Student
Interaction
3. Increase Higher-Order Thinking and
use of Learning Strategies
4. Make Connections to Students’ Lives
and Cultures
49
Contact Information
Lisa Tabaku
Associate Manager, CAL Services
The Center for Applied Linguistics
4646 40th St., N.W.
Washington, D.C. 20016-1859
Main: 202 362 0700 ext. 510
Direct: 202 355 1510
Fax: 202 373 7204
ltabaku@cal.org
50