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    Literacy Instruction Young Efl Learners

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    PIRULETA
    This document discusses literacy instruction for young English language learners. It begins by defining literacy and the components of early literacy including phonological awareness, phonemic awareness, and phonics. It then discusses effective content and dispositions to target in early literacy instruction, such as immersing students in print and literature, modeling reading strategies, and building vocabulary. The document advocates for an balanced literacy approach that incorporates both phonics and whole language methods. It concludes by outlining five helpful building blocks for an effective English as a foreign language literacy program.

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    Literacy Instruction Young Efl Learners

    Uploaded by

    PIRULETA
    98 views48 pages
    This document discusses literacy instruction for young English language learners. It begins by defining literacy and the components of early literacy including phonological awareness, phonemic awareness, and phonics. It then discusses effective content and dispositions to target in early literacy instruction, such as immersing students in print and literature, modeling reading strategies, and building vocabulary. The document advocates for an balanced literacy approach that incorporates both phonics and whole language methods. It concludes by outlining five helpful building blocks for an effective English as a foreign language literacy program.

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    Literacy for teaching

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    This document discusses literacy instruction for young English language learners. It begins by defining literacy and the components of early literacy including phonological awareness, phonemic awareness, and phonics. It then discusses effective content and dispositions to target in early literacy instruction, such as immersing students in print and literature, modeling reading strategies, and building vocabulary. The document advocates for an balanced literacy approach that incorporates both phonics and whole language methods. It concludes by outlining five helpful building blocks for an effective English as a foreign language literacy program.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    98 views48 pages

    Literacy Instruction Young Efl Learners

    Uploaded by

    PIRULETA
    This document discusses literacy instruction for young English language learners. It begins by defining literacy and the components of early literacy including phonological awareness, phonemic awareness, and phonics. It then discusses effective content and dispositions to target in early literacy instruction, such as immersing students in print and literature, modeling reading strategies, and building vocabulary. The document advocates for an balanced literacy approach that incorporates both phonics and whole language methods. It concludes by outlining five helpful building blocks for an effective English as a foreign language literacy program.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 48

    Literacy Instruction

    for Young EFL Learners

    Joan Kang Shin PhD, Educa2on Department


    University of Maryland, Bal2more County
    POLL
    Choose one that most appropriately denes you.
    I am a
    Pre-primary teacher
    Primary teacher
    Secondary teacher
    University professor
    Teacher trainer
    English teacher in training
    Other
    Literacy is
    the ability
    to read and write.
    One only has
    to become
    literate once.
    From Shin & Crandalls (2014) Teaching Young Learners English
    Early Literacy
    Knowledge, skills, and
    disposiNons that precede
    learning to read and write in
    primary grades (K-3).
    Phonological awareness

    Phonemic awareness

    Phonics
    POLL
    True OR False?

    Phonological awareness and phonemic awareness
    are the same thing.
    True
    False
    False
    Phonological awareness is a
    broader term that includes
    phonemic awareness.
    Phonological awareness
    Word awareness
    Rhyme awareness
    Onset and rime
    Syllable awareness
    Phonemic awareness
    Phonemic awareness

    Aware of the smallest units of


    sound in a word and can
    segment, blend, and
    manipulate these units.
    Example: Can hear three sounds in
    the word bat: /b/, /a/, and /t/.
    Old MacDonald Had a Farm

    Old MacDonald had a farm
    E-I-E-I-O
    And on that farm he had some cows
    E-I-E-I-O
    With a moo moo here
    And a moo moo there
    Here a moo
    There a moo
    Everywhere a moo moo
    Old MacDonald had a farm
    E-I-E-I-O
    Hot Potato Game

    The children will all sit in a circle on the oor.
    Provide them with a bag with picture cards
    (or objects). Begin passing the bag around
    when music starts playing. A[er a few
    seconds, stop the music. Have the child who
    is holding the bag reach in and pull out a
    picture. The child says the name of the
    picture and then says the beginning sound of
    that word. ConNnue unNl all the children
    have had a chance to name a card.
    Phonics

    Understands relaNonship
    between le\ers of the wri\en
    language and the sounds of
    the spoken language. Phonics
    instrucNon focuses on 1:1
    correspondence between
    le\ers and sounds.
    Content of Early Literacy Instruction
    Teaching preschool children
    What reading and wriNng can do,
    To name and write alphabet le\ers
    To hear rhymes and sounds in words
    To spell simple words
    To recognize and write their own names
    To listen to stories for meaning
    BINGO

    There was a farmer who had a dog,


    And Bingo was his name-o.
    B-I-N-G-O
    B-I-N-G-O
    B-I-N-G-O
    And Bingo was his name-o.

    Valuable Dispositions of Early
    Literacy Instruction
    CulNvaNng preschool childrens
    Willingness to listen to stories
    Desire to be read to
    Curiosity about words and le\ers
    ExploraNon of print forms
    Playfulness with words
    Enjoyment of songs, poems, rhymes, jingles,
    books, and dramaNc play
    POLL
    True OR False?

    It is detrimental to children to learn to read in their
    naNve language (L1) and a foreign language (L2) at
    the same Nme.
    True
    False
    False
    Children can transfer literacy
    skills successfully between the
    two languages (Dlugosz, 2000;
    Lenters, 2004/2005; Verhoeven,
    1994).
    Making the Case for Literacy Instruc2on
    Literacy instrucNon should be an integral part of an
    EFL program for young learners.
    IntegraNng literacy instrucNon can assist in oral
    language development.
    EFL literacy instrucNon should be meaning-focused
    and balanced.
    Phonics
    vs.
    Whole Language
    Bottom-up
    vs.
    Top-down
    POLL
    Choose one.
    Which is emphasized more in your EFL literacy
    program?
    Phonics
    Whole language
    Balanced
    Literacy
    Approach
    Five helpful building blocks for an
    eec2ve EFL literacy program
    Immerse students in print and literature
    UNlize and build students background knowledge
    Model and teach various reading and wriNng
    strategies
    Build vocabulary and automaNcity of high
    frequency words
    Give explicit instrucNon in phonics
    Give explicit instruc2on in phonics
    Need bo\om-up skills to decode and spell words
    English has 26 le\ers represenNng 44 sounds with
    more than 500 ways to spell them
    Phonics instrucNon diers depending on wriNng
    system and literacy pracNces of L1
    From Shin & Crandalls (2014) Teaching Young Learners English
    Immerse students in print and literature
    Surround them in print in their classroom
    environment
    Environmental print on walls
    Make a variety of texts available: picture books,
    non-cNon, poetry, basal textbooks, and internet
    materials
    U2lize and build students background
    knowledge
    Tap into prior experience with topics and text types
    from L1
    Use content-area texts on science and social
    studies topics to make cross-curricular connecNons
    Build cultural knowledge to read informaNon/
    stories across cultures
    Stories from Around the
    World
    Denmark China Japan Guatemala
    Ukraine Egypt Russia Philippines
    Ghana Mexico Ireland U.S.
    India Africa Greece Hawaii
    Indonesia Nigeria Europe Native
    Korea Vietnam Aztec American
    Model and teach various reading and
    wri2ng strategies
    Recognizing and using text structure (e.g., stories
    have a beginning, middle, and end)
    Previewing text by examining the surrounding
    pictures and headings
    PredicNng what happens next
    WriNng for a parNcular audience and purpose
    Build vocabulary and automa2city of
    high frequency words
    Readers need to know at least 95-98% of the words
    in a text to gain comprehension independently
    100 most frequently used words represent 50% of
    all wri\en text
    AutomaNc recogniNon of these words and content-
    area vocabulary instrucNon will help children
    comprehend and create text more uently
    Young EFL learners
    should be acNvely involved in the
    learning process.
    need eecNve scaolding to become
    independent readers and writers.
    TO/WITH/BY APPROACH
    Reading and wriNng TO students
    Reading and wriNng WITH students
    Reading and wriNng done BY students
    Reading and writing TO students
    Modeling comes rst!

    Read-alouds
    WriNng think-alouds
    Reading and writing WITH students
    Gradually give students more responsibility
    Big book shared reading
    Language Experience Approach
    Choral reading and Readers Theater
    InteracNve wriNng
    Guided reading
    Class book
    Big Book
    Shared Reading
    Readers Theater
    Reading and writing BY students
    Children can read & write on their own now!
    Literacy centers
    ABC center (with le\er manipulaNves), memory card
    games, word family center, sight word center, art
    center, play dough center (make le\ers), computer
    center (with e-books and games), listening center,
    buddy reading center, big book center, wriNng center
    (postcard center), etc.
    What are other centers you like to use?
    For more information:
    http://ngl.cengage.com/ourworldtours/
    Literacy Instruction
    for Young EFL Learners

    Joan Kang Shin PhD, Educa2on Department


    University of Maryland, Bal2more County

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