Reading and the EAL LearnerAnne Hamilton
March 2013
Who are the EAL learners? What do EAL students bring to their reading
of English How is reading different for EAL learners? Meaning and structural cueing systems Strategies which support EAL students
Overview
EAL students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English.
EAL students come from diverse, multilingual backgrounds and may include: overseas and Australian-born students whose first
language is a language other than English Aboriginal and Torres Strait Islander students whose first
language is an Indigenous language, including traditional languages, creoles and related varieties, or Aboriginal English.
Who are EAL learners?
EAL students have diverse educational backgrounds. They may have schooling equivalent to their age peers in Australia limited or no previous education little or no literacy experience in their first
language (or in any language) excellent literacy skills in their first language (or
another language) good academic language skills, but struggle
with the social registers of English.
EAL students may live in remote, rural or metropolitan
Australia live in advantaged or disadvantaged
socioeconomic situationshave experienced emotional or physical
trauma that will affect their learning
Home language is what is heard and responded to from birth
Language first used for expressing feelings and emotions
Using first language supports additional languages and contributes to child’s self esteem
Considering First Language
First language knowledge is an advantage when learning an additional language and, along with their life experiences and diverse cultural knowledge, provides learners with resources upon which to build their English language, literacy and educational development.
Acknowledgement of bilingualism enhances self esteem and confidence
Best not to mix languages while speaking: children benefit from learning to speak each language well
Do staff have adequate information about the languages spoken by the parents?
(enrolment forms, language surveys, interpreters)
Language learning is a social activity
Welcome in Armenian, Hindi, Thai and Japanese languages
Look at the scripts of languages other than English on your table and discuss the differences/similarities between these scripts and English.
Share any experience you have had in learning to read in a language other than English.
In your table groups:
Language of the monthhttp://www.newburypark.redbridge.sch.uk/langofmonth/
Language Resource
Students who know how to read understand the concepts of print:
Speech can be written down
Print is constant and carries the message’
Letters and numbers are different
Learning to read only happens once
EAL students are concurrently Learning English Learning through English Learning about English
When English is an additional language …
another set of sounds and sound groupings other intonation patterns another script and alphabet another system of spelling another grammar other non-verbal signs another set of rules about appropriate use of
language other ways of relating to people and
expressing feelings
When English is an additional language , students may learn …
Ability to read in first language contributes to reading development in another language
Cultural experiences influence a reader’s understanding and interpretation of texts
Cultural differences constitute a vital resource and social strength rather than an educational disadvantage
EAL students who are not familiar with structures and meaning of texts, may rely more heavily on grapho-phonic and visual cueing systems
Reference items Ellipsis Connectives/conjunctions Word order Tense Noun groups prepositions Questions Vocab
Cohesion in English
Tracking pronouns through a text
Sally peeled a banana.
She ate it and put the peel in the bin.
There, it turned soft and black during the day.
Reference items
Words or phrases are left out because meaning can be inferred.
‘There are 12 pieces of pizza. When you take away 4, how many are left?’
There are 12 pieces of pizza. When you take away 4 (pieces of pizza), how many (pieces of pizza) are left?’
Ellipsis
For sale: an antique desk suitable for lady with thick legs and large drawers
3 year old teacher needed for pre-school. Experience preferred
Wanted. Person to take care of dog that does not drink or smoke
Word Order
She has a beautiful , big, red balloon with a long blue string.
Order of adjectives in English noun groupsOpinionSizeAgeShapeColour
Noun Groups
English has 9 tenses which each make subtle distinctions in meaning
Some languages mark tense with a word before the verb
Some languages have no tenses
Tense
Look up Look at Look over Look around Look into Look after
My birthday is in January My birthday is on 2nd (of) January
Prepositions
Formed in various ways in English
Require change in word order
Can I …….? Why can’t I …….? I can………, can’t I?
Questions
To contrast: while, but,
To explain: because, if, when, so
To sequence: First… Next….. Later…..
Conjunctions/Connectives
Unfamiliar (wobble) Used in unfamiliar ways (legs of a ladder) Culturally specific (vegemite, football) Idioms Sarcasm
Vocabulary
Wait time Elaborate on student’s language Expand student’s ideas Extend the conversation Use prompts to help reconstruction Rephrase using more complex grammar Reinforce new vocab through repetition Request clarification Model self-talk
From Spotlight Research into Practice
Build on student’s oral language
Book introduction is very important
Check student comprehension
Ask predicting and inferring questions
Books with simple repetitive structure
Everyday themes
General Strategies
Provide vocabulary and discussion of word meanings
‘What do you think this means? can be rephrased as ‘In English this is called…….
Does it sound right? can be rephrased as In English we say it this way….
Choose texts inclusive of student background experiences
Build key field vocab through discussion Draw attention to pictures. Encourage
predicting. Eg write/say 5 words you think will be in the text
Teach how to infer character feelings (look at how red her face is and how her hands are like fists)
Meaning cueing system
Choose books that reinforce simple sentence structures (I can….. I went to ……)
Sight words are often grammatical rather than content or meaning words. Need to teach explicit usage. Eg pronouns, articles
Word endings ….s, ..ed, ….ing need explicit teaching
Structural cueing system
Learning to hear and produce English sounds is very important
Vowel sounds can be difficult (ship/sheep) Need practice in hearing, identifying and
producing vowel sounds (tin/ten/tan) Teach to stretch words and hear sounds in
words (mirror to see position of tongue, candle to see difference between b and p)
Letter identification
EAL students may transfer EAL features of their oral language to their reading, which leads to structural errors
Give 2 scores. Students can then progress through levels, while EAL features can be dealt with through explicit, ongoing teaching
Running Records
While all students may benefit from explicit teaching strategies, they are essential for EAL students to access and participate in the mainstream curriculum.
Reference: ACARA EAL/D Teacher Resource:http://www.acara.edu.au/curriculum/eald_teacher_resource/eald_teacher_resource.html
Conclusion