What do you think are the main differences between learning to read in a first language and a second/subsequent language?
How would you approach teaching of reading to young ELLs and adult ELLs? Would it be the same or different?
How would you approach teaching of reading to young ELLs and adult ELLs? Would it be the same or different?
I
think that the main difference between learning to read in the first and
second language is the phonological awareness. It is not the same for
both languages. For example, some phonemes may not be present in the
student's native language. This can make it difficult for the student
to pronounce the words and figure out its meaning. For ELLs it can be
very challenging to manipulate the sounds of words they are not familiar
with. It is also challenging for the student when the letters look the
same (as is the case for Spanish and English), but have different
sounds. For example, the vowels in Spanish and English are the same,
but have different sounds. I think that even when the student is
literate in his/her language, these factors make it difficult for the
student to decode or spell words in the new language. Another difference
about learning to read in the first and second language is vocabulary.
When people learn to read in their native language, they already know a
substantial amount of vocabulary simply from being around people that
speak their native language. This makes it easier for them when they
learn to read in their first language. They already speak the language
fluently, while someone who is learning to read a new language can
barely speak it or knows very few words.
I think that I would use different resources to teach young and adult ELLs. However, I would teach groups of students the same skills. For someone who is learning to read phonological awareness is very important. I would use narratives, songs, poems, read alouds and chants to build phonemic awareness in young ELLs. I would use pictures, games and context clues to teach them vocabulary. For my adult ELLs, I would have them read interest text that they can relate to, so that they can become more motivated to learn. I would use audiobooks to help build vocabulary. By hearing and seeing the words in context at the same time, they will be able to pick up its meaning and gain fluency. For both groups, I would pre-teach vocabulary,provide many opportunities for guided oral reading and create phonemic and phonics activities. I would focus on words that have the same root word in English and in the student's native language, like family and familia. I would also teach students how to use prefixes and suffixes to figure out the meaning of words. These things are necessary for students who are learning to read, regardless of age.
I think that I would use different resources to teach young and adult ELLs. However, I would teach groups of students the same skills. For someone who is learning to read phonological awareness is very important. I would use narratives, songs, poems, read alouds and chants to build phonemic awareness in young ELLs. I would use pictures, games and context clues to teach them vocabulary. For my adult ELLs, I would have them read interest text that they can relate to, so that they can become more motivated to learn. I would use audiobooks to help build vocabulary. By hearing and seeing the words in context at the same time, they will be able to pick up its meaning and gain fluency. For both groups, I would pre-teach vocabulary,provide many opportunities for guided oral reading and create phonemic and phonics activities. I would focus on words that have the same root word in English and in the student's native language, like family and familia. I would also teach students how to use prefixes and suffixes to figure out the meaning of words. These things are necessary for students who are learning to read, regardless of age.
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