Escuela normal superior oficial de Guanajuato

Licenciatura en educacin secundaria

Especialidad lengua extranjera (Ingls)
Ciclo escolar 2015- 2016
Mnica Montserrat Manrquez Galvn

READING STRATEGIES FOR ENGLISH LEARNERS

In this essay I will mention some of the reading strategies that Teachers could
apply in order to help their English learner students have a better
comprehension of simple or higher level text, depending on the students level
and how this could help have a better environment to work in class.
First of all is very important to make a comfortable environment for our
students. This will help them interact with confident in our classes. For a
teacher is very important to take into account what students like, their culture,
routines etc., in order to have a bigger field to work on.
Teachers of English learners share the critical responsibility of providing
optimal opportunities for their students to develop English, learn important
grade level subject matter, and adjust socially and emotionally to school. The
topic of scaffolding is given substantial discussion, due to its importance as a
metaphor that helps us create learning environments in which students
construct their own knowledge with the help of the teacher and more able
peers. English learner assessment are focused on three main purposes:
identification and placement of students, program evaluation and assessing
student learning and progress.
So much of our day-to-day life involves communicating through the
spoken word, whether visiting with a friend, talking on the telephone, listening
to a lecture in an auditorium or on the radio, negotiating a contract and so on.
Because oral communication is so essential, oral language is develop as a
major goal for English learners in school. It is necessary to provide our students
with activities where they could develop their communicative skill. Also it is
helpful to register all the development and advances. This could help us in the
future with further students.
Emergent literacy refers to the early literacy development of both first
and second language learners, typically children of preschool and primary
grade age. This is the time when children are beginning to explore the forms
and functions of print. For example, they explore forms when they are showing
interest in the marks in books, internet sites, newspapers, magazines, labels in
the supermarket, and signs such as MacDonald's or STOP signs. At this time
they may also scribble, make letters, or even copy words from the
environment. They explore functions when they note how people use writing to
leave notes on the refrigerator for each other, relate information to others in
letters or e-mail, make a list to go shopping, get information from a newspaper
or the internet. When children see others read and write, they want to read and
write too; and for most children reading begins early as they notice signs,
labels and the various uses of print.

From the emergent literacy perspective, reading and writing acquisition are
seen as similar to oral language acquisition. That is, as children are exposed to
functional language use, either oral or written, they have a natural tendency to
make meaning of it, to use it, and to learn it.
In order to help young English become literate, it is recommended the holistic
literacy instruction that engages children in meaningful encounters with print
that allows them to gradually construct the ability to understand and use
written language.
For beginning readers who are new to English, strategies such as the
language experience approach offer a good introduction to English reading
because students provide the topic, vocabulary and syntax during dictation. In
addition, texts that use patterns such as poems and predictable stories provide
a good introduction to reading for beginners. Activities for intermediate readers
naturally involve longer, more complex texts. For these texts, strategies such
as cognitive mapping help students synthesize and summarize the content of
their reading. The more we can involve your students in responding and
sharing literature in collaborative groups, the better they will be able to
understand the literature and learn strategies from one another. We always
want 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 a
facility when learning a different language. This strategies are very helpful for
all teacher to implement in their classes. This strategies allows us to make
learning process easy and fun for our students and they also have a better
comprehension of text that help them develop their language acquisition.