8/19/2019 Reading Strategies for English Learners

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Escuela normal superior ofcial de GuanajuatoLicenciatura en educación secundaria

Especialidad lengua extranjera (Inglés)Ciclo escolar 201 ! 201"

#ónica #ontserrat #anr$%ue& Gal' n

E*+I,G -. *.EGIE- / E,GLI- LE* ,E -

In this essay I will mention some of the reading strategies that Teachers couldapply in order to help their English learner students have a bettercomprehension of simple or higher level text, depending on the student’s leveland how this could help have a better environment to work in class.First of all is very important to make a comfortable environment for ourstudents. This will help them interact with con dent in our classes. For ateacher is very important to take into account what students like, their culture,routines etc., in order to have a bigger eld to work on.

Teachers of English learners share the critical responsibility of providing

optimal opportunities for their students to develop English, learn importantgrade level sub!ect matter, and ad!ust socially and emotionally to school. Thetopic of sca"olding is given substantial discussion, due to its importance as ametaphor that helps us create learning environments in which studentsconstruct their own knowledge with the help of the teacher and more ablepeers. English learner assessment are focused on three main purposes#identi cation and placement of students, program evaluation and assessingstudent learning and progress.

$o much of our day%to%day life involves communicating through thespoken word, whether visiting with a friend, talking on the telephone, listeningto a lecture in an auditorium or on the radio, negotiating a contract and so on.

&ecause oral communication is so essential, oral language is develop as ama!or goal for English learners in school. It is necessary to provide our studentswith activities where they could develop their communicative skill. 'lso it ishelpful to register all the development and advances. This could help us in thefuture with further students.

Emergent literacy refers to the early literacy development of both rstand second language learners, typically children of preschool and primarygrade age. This is the time when children are beginning to explore the formsand functions of print. For example, they explore forms when they are showinginterest in the marks in books, internet sites, newspapers, maga(ines, labels inthe supermarket, and signs such as )ac*onald+s or $T - signs. 't this timethey may also scribble, make letters, or even copy words from theenvironment. They explore functions when they note how people use writing toleave notes on the refrigerator for each other, relate information to others inletters or e%mail, make a list to go shopping, get information from a newspaperor the internet. hen children see others read and write, they want to read andwrite too/ and for most children reading begins early as they notice signs,labels and the various uses of print.

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From the emergent literacy perspective, reading and writing ac0uisition areseen as similar to oral language ac0uisition. That is, as children are exposed tofunctional language use, either oral or written, they have a natural tendency tomake meaning of it, to use it, and to learn it.In order to help young English become literate, it is recommended the holisticliteracy instruction that engages children in meaningful encounters with printthat allows them to gradually construct the ability to understand and usewritten language.

For beginning readers who are new to English, strategies such as thelanguage experience approach o"er a good introduction to English readingbecause students provide the topic, vocabulary and syntax during dictation. Inaddition, texts that use patterns such as poems and predictable stories providea good introduction to reading for beginners. 'ctivities for intermediate readersnaturally involve longer, more complex texts. For these texts, strategies suchas cognitive mapping help students synthesi(e and summari(e the content of their reading. The more we can involve your students in responding andsharing literature in collaborative groups, the better they will be able tounderstand the literature and learn strategies from one another. e alwayswant to remind ourselves that we are not the only teachers in our classroom/students can learn from one another as well.

It is very important to engage our students in order for them to have afacility when learning a di"erent language. This strategies are very helpful forall teacher to implement in their classes. This strategies allows us to makelearning process easy and fun for our students and they also have a bettercomprehension of text that help them develop their language ac0uisition.