The last and final topic for
discussing English Language Learners revolves around a simple question--What
instructional strategies can teachers implement during reading that is
beneficial for struggling English Language Learners? Using evidence and peer-reviewed
articles, the focus of this discussion will explore effective ways a teacher
can approach literacy instruction in the classroom.
Teachers
can use pedagogical knowledge when implementing strategies, instruction, and
programs in order to assist Hispanic students acquire proficient reading
abilities in the English language. Teachers should become aware with cross-linguistic transfer and why it plays an important role when
learning a new language. During this process, students utilize linguistic devices
and resources from L1 (primary language) and applying them to a new L2
(secondary language). With that being said, teachers can implement transitional
bilingual programs in which reflect cross-linguistic transfer. This program brings
to light the interdependent relationship of L1 and L2, and uses a student’s
language acquisition from their native language by applying it to the English language.
Teachers can focus on linguistic devices already developed from L1 and gradually
transfer that knowledge to L2 using various types of instruction, practice, and
assessment.
Reading
comprehension abilities can be influenced by using an instructional model that
focuses on comparing and contrasting. The Compare-Contrast text structure
acknowledges ELLs struggling during reading. Dreher and Gray discuss that ELLs
are likely to be challenged by certain books due to three main reasons:
1.
Students are unfamiliar with the author’s use of
comparing and contrasting material throughout a book. Students are not sure how
to interpret information presented in this format.
2.
Students lack background knowledge about either
of the two types of content that were being compared and contrasted.
3.
Students have gaps in their English vocabulary
that were causing them to have trouble with understanding the material and
expressing their thoughts.
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| A graphic organizer designed for comparing and contrasting reading material. |
The Compare-Contrast text structure has been found to work
effectively during reading at the early elementary level. This model allows
students to differentiate information between two types of content found in a
book. For example, students in the classroom use the compare and contrast model
when reading an informational text to gain a better understanding by comparing
and contrasting spiders to insects. In addition, teachers can provide visuals
and graphic organizers that are specially designed for the comparing and
contrasting format. Students can use this source to help visualize the
information, make inferences, and draw conclusions. This model allows teachers
to link students’ previous knowledge (background knowledge, previous
experiences with text, and cultural/linguistic background) with the new content
that teachers are presenting. It is important for teachers to acknowledge ELLs
native background and knowledge when learning reading strategies in the English
language. Students will feel more comfortable by incorporating what they
already know from L1; then will gradually start to adapt to new language skills
and abilities.
Teachers can implement various interventions
that meet the learning needs for ELLs through small-group reading instruction.
This secondary-tier intervention is designed to target specific reading
abilities and allows students to work at a slower pace. Teachers can group ELLs
who perform at the same level and allow them to catch up on critical literacy
skills. For example, if the group of ELLs showed a weakness in English
vocabulary, the teacher can have students work on word study using groups of
words with similar components such as vowels, blends, and beginning sounds; as
well as comprehension and reading activities.
