Developing Literacy in English as a Second Language: Guidelines for Teachers of Young Children from Non-Literate Backgrounds.
Hamayan, Else Pfleger, Margo
National Clearinghouse for Bilingual Education Wheaton, MD.
No of pages:
iii, 25 p.
This paper, part of the NCBE Teacher Resource Guide Series, presents basic principles underlying the development of literacy in young second-language learners and provides some practical suggestions for teaching reading and writing using a whole language approach. The basic principles underlying the development of literacy in young children are transferable to literacy development in a second language. Because traditional methods have not always taken account of these principles, the whole language approach was developed. In this approach instruction takes into account the whole learner and builds on his or her total array of skills and abilities. The focus of instruction is on meaning and not on language for its own sake. Thus, activities revolve around specific content in a real communicative situation and not around language in abstract forms. Three methods that promote reading in English as a second language (ESL) are described: The Language Experience Approach, Shared Reading with Big Books, and Sustained Silent Reading. Methods of developing writing skills in ESL based on the whole language approach are described: dictated stories, creative writing workshops, dialogue journal writing, producing books in class, and various additional activities. Eight references are cited. (JWK)