The Role of the First Language in Literacy Development

Varied Experiences, Background Knowledge, and Cultures of ESL Students

L1 backgrounds language proficiency level
educational backgrounds

ESL Class
prior experience

culture

Varied Experiences, Background Knowledge, and Cultures of ESL Students

Implication for teachers of ESL literacy:

ELLs bring differing world and background knowledge, as well as different degrees of topic of familiarity to the task of reading and writing, something that is likely to influence their comprehension of what they read.

Varied Experiences, Background Knowledge, and Cultures of ESL Students

This variability of background in the classroom suggest: Teachers need to incorporate responsive teaching by being prepared to employ a variety of teaching approaches and techniques with ELLs.

Varied Experiences, Background Knowledge, and Cultures of ESL Students

This variability of background in the classroom suggest: The importance of learning as much as possible about the students cultural backgrounds and experience. It means using various methods to activate the students schemata.

Varied Experiences, Background Knowledge, and Cultures of ESL Students

Schemata knowledge of and beliefs about events, situations, and actions, based upon their experiences, through such activities as prereading discussions, pictures, diagrams, drawings, videos, or roleplaying.

Varied Experiences, Background Knowledge, and Cultures of ESL Students

This variability of background in the classroom suggest:
Choosing (or having the children choose) reading material on topics that are familiar, which they can identify with because they relate to their own cultures, backgrounds and present lives, or which are of high general interest.

First Language Literacy

Several reasons (children at young age):
With younger ESL children, their NES peers are also developing literacy skills for the first time, and they have less far to go to catch up to their peers level of academic language and literacy development in English.

Several reasons: Classes for younger children are usually oriented toward facilitating the natural emergence of literacy, whereas classes for older NES children tend to assume that some literacy background already exists and treat the learning of the language more abstractly and more through than the printed text rather than orally.

First Language Literacy

First Language Literacy

for Older Beginner
It is important to provide reading materials that appeal to their age levels of difficulty, but which are not overly childish in their content.

First Language Literacy

Some Assumptions We Make about Print:
Pictures go with text. We read from left to right, front to back, top to bottom. Words are written separately from each others, Quotation marks mean that someone is speaking.

First Language Literacy

Some Assumptions We Make about Print:
Punctuation marks separate notions or ideas from each other. Written language has different rules and conventions from oral language.

Is There an Optimal Way to Teach Reading and Writing

Part Centered (also called code-emphasis or bottom up) which view reading instruction as moving from learning the parts and building up to the whiole.

Is There an Optimal Way to Teach Reading and Writing

Socio-psycholinguistic (also called meaning-emphasis or top-down) which emphasize the overall construction of meaning from connected or whole texts, and draw on the readers and writers schemata and personal experiences.

Part-Centered (CodeEmphasis) Method

Part Centered approaches include phonics approaches, so-called linguistic approaches, a sight word approach, and a basal reader approach.

A phonics approach generally emphasize teaching children to match individual letters of the alphabet with their specific English pronunciations, with the idea that if children can sound out or decode new words, they will be able to read independently.

Part-Centered (CodeEmphasis) Method

Consonants (C)

Part-Centered (CodeEmphasis) Method

for which there is a single sound b, d, f, j, k, l, m, n, p, r, s, t, v, z for which there is more than one sound c, g, h, w, y

 which occur in two-letter combinations, or blends with l: bl, cl, fl, gl, pl, sl with r: br, cr, dr, fr, gr, pr, tr with s: sc, sk, sm, sn, sp, st, sw

Consonants (C)

Part-Centered (CodeEmphasis) Method

Consonants (C)

Part-Centered (CodeEmphasis) Method

which occur in three-letter blends scr, spr, str, squ which combine to form a new sound , or digraph ch, sh, th, wh, gh, -nk, -ng

Vowels (V)

Part-Centered (CodeEmphasis) Method

CV
Cve ate, like, rote CVVC paid, boat

long vowels

be

 short vowels R-controlled vowels digraph/ diphthong

Part-Centered (CodeEmphasis) Method Vowels (V)

VC or CVC it, hot

Vr or CVr
VV

art, car, her

saw, book; boil, out

Phonics, then, generally involves teaching students the sound-letter relationships used in reading and writing. A related type of knowledge, phonemic awareness, involves a students understanding that speech is made up of individual sounds,.

Part-Centered (CodeEmphasis) Method

Phonics, then, generally involves teaching students the sound-letter relationships used in reading and writing. A related type of knowledge, phonemic awareness, involves a students understanding that speech is made up of individual sounds,.

Part-Centered (CodeEmphasis) Method

A linguistic approach utilizes a scientific knowledge of language and exposes children to certain carefully selected words containing regular spelling patterns so that they can infer the letter-sound relationship in those words.

Part-Centered (CodeEmphasis) Method

A sight word or look say method teaches children to recognize whole words, commonly using flash cards or other techniques to help children quickly identify such common words as of, and and the.

Part-Centered (CodeEmphasis) Method

A basal reader approach is based upon the notion that the children should be taught to read through careful control and sequencing of the language and the sounds that they are exposed to.

Part-Centered (CodeEmphasis) Method

Prepared by: Cherry Mae C. Benedito BSED-IV