The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
- Mother Tongue-Based Multilingual Education (MTB-MLE) uses a child's mother tongue as the medium of instruction in early primary school to aid language development and learning.
- International studies show that using a child's home language in school improves learning outcomes and makes acquiring additional languages like Filipino and English easier.
- MTB-MLE has benefits like reduced dropout rates, increased attendance, participation, and literacy. It promotes understanding and a better learning process.
- The Department of Education promotes MTB-MLE using 12 major regional languages in the Philippines and additional languages have since been added.
National language policies aim to favor or discourage particular languages. While countries historically promoted a single official language, many now protect minority languages threatened with extinction. Half of the world's 6000+ languages may disappear this century due to factors like population size and economic status. Policy approaches include assimilation, non-intervention, legal protections for multiple languages, and official/unofficial bilingualism or multilingualism. Language policy and politics influence issues like official status, education, identity promotion, and more.
The document discusses the functional-notional approach to language teaching. It describes the historical background and basic claims of the approach. The functional-notional approach focuses on the communicative purposes and functions of language use. It emphasizes learning language through real-world functions like greetings, requests, apologies rather than through grammar rules. The approach is based on the idea that language learning should involve understanding functions, notions (vocabulary related to functions), and exponents (language forms used to express functions). It aims to help learners communicate effectively for different purposes.
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first learn in their mother tongue to build a strong foundation before adding other languages. Research shows that using a child's mother tongue leads to better educational outcomes. The document outlines the components of MTB-MLE implementation in the Philippines, including teacher training, curriculum development, and advocacy efforts to promote MTB-MLE nationwide.
This document discusses using literature in language learning and describes two main approaches: a language-based approach and using literature as content. It focuses on the language-based approach and stylistic analysis. With this approach, literary texts are analyzed closely to understand how linguistic features convey meaning and help students interpret the text. Stylistic analysis uses familiar grammatical terms and procedures to help students appreciate literature and expand their language knowledge. The document provides steps for identifying linguistic features in a text and developing questions to help students analyze and understand the text based on those features.
Explicit and implicit grammar teachingismail çakır
This document discusses explicit and implicit grammar teaching. It defines explicit teaching as focusing on language forms and rules, while implicit teaching involves unconscious learning without being taught rules. Both have pros and cons. The document also discusses deductive vs inductive instruction, the role of age and individual differences, findings from previous related studies, and the differences between focus on form vs focus on forms approaches.
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Material development in elt current issues Aprilianty Wid
This document discusses issues related to materials used in English language teaching (ELT). It notes that commercial materials play a central role in most language instruction worldwide. While many publications on materials focus on design and development, the field remains under-researched. Course books in particular are still ubiquitous globally, though they have disadvantages like not meeting local needs and contexts. The document also discusses debates around global versus local materials, how teachers adapt to curriculum changes, and the impact of technology on ELT materials.
The basal reading approach is a core reading program used to teach children to read through grade-level textbooks. It focuses on either code-emphasis, stressing phonics, or meaning-emphasis, stressing comprehension. Basal reading programs are dependent on structured lessons and materials. They aim to systematically introduce reading skills in a logical order but have limitations in pacing, assessment of students, and overreliance on the basal textbook alone.
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of using textbooks in the classroom. Some key points made include:
- Textbooks are widely used but also debated in the ELT field due to issues around how well they guide learning and represent language/culture.
- Advantages of textbooks include helping students measure progress, being time/cost effective for teachers, and supporting less experienced instructors.
- Disadvantages include textbooks sometimes being too rigid or reflecting author biases, and unnatural language models.
- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
The document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. Some key points:
- DepEd issued an order in 2009 to institutionalize MTB-MLE, using students' first language as the primary medium of instruction from preschool to Grade 3. Additional languages like Filipino and English are introduced gradually starting in Grade 2.
- MTB-MLE helps students understand lessons better and develop a sense of nationalism and cultural identity. It reduces dropout rates compared to only using English for instruction.
- The Philippines has over 180 languages but some are endangered. MTB-MLE aims to preserve local languages and culture.
- Studies show positive results from MTB
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
The document discusses alternative assessment and how it differs from traditional assessment. Alternative assessment refers to procedures that can be incorporated into daily classroom activities and measures students' direct application of skills in authentic tasks, rather than just knowledge acquisition. It emphasizes cooperation, process, and real-world applicability over competition, products, and simplistic skills. Research discussed in the document suggests that alternative assessment is better aligned with constructivist learning theories and supports student-centered education by authentically assessing performance in tasks students may encounter in life. However, barriers to its adoption include faculty resistance and lack of research on some alternative assessment methods.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
The document discusses several principles for adapting teaching materials, including relating materials to objectives, choosing materials students can use effectively, and considering learner needs. It also lists key learner variables like personality, motivation, attitude, aptitude, and preferred learning styles that impact material design. Contextual factors like age, interests, mother tongue, and reasons for learning should be considered when planning. Factors like a country's use of English, available resources, and class environment also affect course planning.
The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
This document provides guidance and best practices for teaching English to primary school students. It discusses using a communicative, analytic approach focused on the learner. Key recommendations include supplementing lessons with visuals and movement; teaching vocabulary directly and indirectly; gradually introducing simplified grammar patterns; using a process approach to writing; and establishing classroom routines in English. Effective strategies for young learners are to incorporate their interests, use familiar themes, check for comprehension often, and allow opportunities for personalization. The document emphasizes creating a supportive, structured learning environment.
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
Graphic Organizers: Visuals to Enhance LearningPorterESOL
This document discusses strategies for teaching English as a second language. It recommends using multiple modalities like visual and spatial aids to help students better learn and internalize new information. Some key strategies include using modified texts and real-world vocabulary to build comprehension, incorporating listening, speaking, reading and writing activities, and creating a positive learning environment where students can apply what they're learning. Formative assessments are encouraged to track student progress towards goals.
PYP Language Workshop for Parents (January 2013)bisedu
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
This document discusses the relationship between language and education. It covers three main points:
1) Students learn both spoken and written language in educational settings, developing communication skills, vocabulary, and ways to express themselves.
2) Learning in classrooms is primarily accomplished through language, as teachers instruct and students participate through reading, writing, discussions, and other activities.
3) Classroom language practices like scaffolding, initiation-response-feedback sequences, and sharing time provide opportunities for students to learn through language and learn about language.
Building Literacy In The FLES CurriculumLynn Fulton
This presentation shares four strategies one school has implemented to strengthen student literacy in both their first and second languages. The presentation provides information about the importance of environmental and functional print, the most relevant comprehension strategies for early language learners, and the role read-alouds play in literacy development.
IATEFL, YLTSIG, CyTEA Conference: Contextualizing Literacy InstructionAngela Bell
This document summarizes a professional development program for PreK-3rd grade teachers aimed at improving literacy instruction for English language learners. The program provided workshops, discussions, online resources and observations. Surveys found it significantly improved teachers' knowledge, instructional practices, and self-efficacy in working with ELLs. Student achievement data also showed literacy gains after teachers applied the new strategies focusing on oral language development, building background knowledge and using culturally relevant texts.
This document provides an overview of lessons and instructional strategies for emergent and beginning literacy learners. It discusses assessing learners' cognitive and noncognitive skills, selecting appropriate texts, and designing lessons to develop oral language, reading, and writing abilities. Specific strategies are outlined, such as shared reading, questioning techniques, modeling revision, and using fiction and nonfiction texts to build comprehension. Reflections on lessons indicate they successfully supported strategic processing and metacognition while challenging students at their ability levels.
The document provides definitions, principles, and activities for four language skills: reading, writing, speaking, and listening. For reading, it defines reading as a complex skill involving various component operations. It emphasizes giving students time for extensive and sustained silent reading. For writing, it notes that writing involves putting letters together to form words, phrases, and sentences. It recommends sharing writing with other students to add authenticity. For speaking, it defines speaking as constructing and delivering understandable messages using correct pronunciation and intonation. It stresses including techniques to help students perceive and use language blocks. For listening, it defines listening as understanding not just words but also speaker's meanings, and as a reciprocal skill. It recommends using authentic tasks so students see
This document discusses the key components of a balanced literacy approach. It emphasizes teaching basic skills through literature that lends itself to language study, using a whole-part-whole instructional method, and establishing effective flexible grouping and routines. It also notes the importance of making activities multilevel to accommodate different abilities, including print materials throughout the classroom, and teaching writing skills progressively. The four basic language skills of reading, writing, listening, and speaking are also defined in pairs that are either consumed or produced.
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
The document discusses strategies for teaching various literacy skills. It begins by explaining the difference between oracy and literacy, noting that oracy refers to speaking skills while literacy encompasses reading, writing, and language skills. It then provides details on several instructional approaches for developing literacy, including literature-based approaches, phonological awareness activities, decoding strategies, and techniques for improving fluency. Specific goals, principles, and methods are outlined for teaching each of these areas.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Catesol 2010 vocabulary presentation HW KangMichaele Smith
The document discusses techniques for teaching vocabulary, including having students integrate new words with background knowledge, develop expanded word knowledge, actively learn words, acquire independent learning strategies, and engage in meaningful use of words. It also discusses what it means to truly know a word, such as understanding concepts, associations, collocations, meanings, and other attributes. Finally, it provides examples of simple word activities like making dictionaries, bookmarks, posters, and scrapbooks to reinforce vocabulary learning.
Pe essay the_teaching_of_language_lesson_planning_and_syllabus_designhridoy007
1. Over time, the methods used to teach foreign languages in schools have changed and evolved. Originally, Latin was commonly taught, but then French, English, and Italian gained popularity. The traditional grammar-translation method focused on analyzing works through grammar and translation.
2. Later, the direct method emerged, presenting language in a naturalistic way like a first language through oral interaction and everyday words. Still, balancing oral and written aspects proved difficult.
3. The audio-lingual method focused on grammar structures through stimulus-response drills in language labs, but students struggled to apply the classroom lessons to real communication.
4. Most recently, the communicative approach combines language skills and sociolinguistics
Marilyn Jager Adams proposed a balanced literacy approach in 1990 based on the work of several reading experts. This approach became popular in the 1990s and remains popular today. A balanced literacy approach combines the best elements of phonics instruction and whole language approaches, incorporating reading, writing, and oral language. It includes self-selected reading, guided reading, phonics instruction, and writing.
This document discusses developing academic vocabulary in English-language learners. It identifies three main methods: engaging students in rich language experiences like interactive shared reading, teaching individual words, and teaching word-learning strategies. Interactive shared reading exposes students to language not often encountered in texts they can read independently. Teaching individual words involves providing definitions, multiple exposures, and discussions of meanings. Teaching strategies includes explaining strategies like using context clues and modeling their use. Modifications for English learners include additional scaffolding and using first languages to aid comprehension.
This document discusses best practices for early language learning based on research. It outlines 10 key concepts for success, including that learners are active constructors of meaning, instruction is conducted consistently in the target language, lessons have a thematic focus, and activities provide opportunities for students to use the language. It also discusses models of language programs and anticipated proficiency outcomes based on program intensity and time. The overarching goals are for students to learn language and culture, develop respect for others, and work towards peace.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
2. What is a Language Experience ?
Language experience is a strategy to develop and reinforce
reading and writing by using personal experiences and
natural language. In this approach, the students
themselves initiate experiences through projects and other
resulting interactive activities. In their authentic language
students dictate their experiences to the teacher who
translates their story into written English. With this
documentation as a basic material for reading and writing
instruction, the teacher helps the students see the
connection between what they signed and what was
written. The teacher uses this language experience to
develop new vocabulary, comprehension and basics of
English grammar.
3. Language Experience : A Method
Language experience approach is a method actually
uses students own words to help them read.
Your student may draw a picture of Dad in a car.
In that case you would write underneath the drawing;
Dad is in the car.
You continue to collect drawings your students
makes and write a short sentence underneath each
drawing. A picture of a playground would read. We
went to the playground.
4. When you’ve collected enough pictures you
make them into a book for your students to read
again and again. Write underneath the drawing a
description your student gives for drawing. This
way your student will remember much better
what is written.
First you will write every word and sentence.
Slowly your student will begin to trace over the
words you have written and finally the student
will write the words and sentences alone.
5. Some people use this method as a first
approach to reading in order to help their
student understand that what they’ve drawn
and what you have written is a form of
communication between the student and
yourself.
The Language experience approach supports
children’s concept development and vocabulary
growth while offering many opportunities for
meaningful reading and writing activities
through the use of personal experiences and
oral language.
6. Language Experience: A Teaching Approach
Personal Experience
( Dewey,1938)
Literacy Instruction
( Huey,1908)
Introduction
Language Experience Approach
Community Literacy
(Higgins,1995)
Service Learning
( Herzberg,1994)
7. Five-Step Process
1. Teacher and student discuss the topic to be the
focused on the dictation. Observations and
1
opinions are exchanged. Oral Language skills are
developed and reinforced.
2. The Students dictates an account or story to
the teacher, who records the statements to
construct the basic reading materials
8. 3. The students read the story several times until the story
has become quite familiar. Reading comprehension is made
easier by the fact that the student is reading material that is
self generated
4. Individual story words are learned, the
other reading skills are reinforced through
teacher-designed activities related to the
story
9. 5. Students move from reading their own
dictation to reading other-author materials as
they develop confidence and skill with reading
process
10. Theoretical Support
As Jones( 1986) notes, the basic approach to LEA as
outlined in the five-step process above draws on several
key language learning principles
11. 1. Learning occurs from
the known to unknown
2.Learning occurs most
effectively in general to
specific direction
3.Struggling adult
readers usually have a low
self-concept as readers
and need to be assured of
some immediate success
4. Everyone reads at every
LEA session
13. HOW DO WE MOST EFFECTIVELY ADAPT
THE LEA?
Providing all the input for sometime and taking the
heat off the student ( Wales,1994,p.203)
Advocates the use of picture or word cues to initiate
and contextualize topics of conversation (Ringel,1989)
Cooperative Learning
15. The LEA
Although there is no one “super method” for
language teaching, LEA offers a useful and effective
method for beginning literacy instruction by linking
the students’ language and experience in learning
16. Language experience encourages students to explore,
think and talk. This talk, during and after the language
experience, provides many opportunities to expand
students’ vocabulary, extend their knowledge of
grammar, and scaffold their interactions.
Language experience activities also help to provide a
bank of experiences that students have in common.
These can be recalled and referred to in subsequent
learning.
17. Language experience activities are often
related to current topics or to students’
own lives. They can be particularly
effective when linked to a specific text.
Examples:
●viewing a DVD about native New
Zealand birds before or after reading Did
You Shake Your Tail Feathers?
●visiting the supermarket after
reading Finding Mum to find the items in
the story
and making a meal out of the ingredients.
●using skype to talk to students in
another school before or after reading
Talking to Nanny.
18. The role of the educator
to model the writing and the thinking aloud process;
to develop writing skills and introduce different writing
genres through mini-lessons;
to promote rereading as a strategy for students to
remember what they are writing about;
to develop purpose of writing and writing for an
audience;
to demonstrate appropriate writing conventions.
19. Observers will see:
students and teacher thinking aloud about their
experience while writing about it;
the teacher modeling the translation of students’
signs into an appropriate written version;
students rereading what they have dictated
Students documenting their language experience
through pictures and written compositions
20. How to record language experience:
Ask students to sign what they are learning.
Act as a scribe and write in English what is signed.
Sign back to the students to make sure they agree with the
story that was written down.
“Think aloud” to demonstrate processes to students.
Relate the complexity of the text to the language level of
the students.
Let the students contribute drawings or other art to
enhance the writings.
Use mini lessons to focus on specific language or reading
skills.
22. REFERENCES
Bruffee, K. A. (1993).
Collaborative learning: Higher education, interdependence, and the authority of
knowledge. London: John Hopkins UP.
Bruner, J. S. (1983).
In search of mind: Essays in autobiography. NY: Harper.
Caplan, M. (1989).
Making it meaningful: A whole language guide for literacy tutors. Saint John, N.B.:
Laubach Literacy of Canada.
Dewey, J. (1938).
Experience and education: The Kappa Delta Pi lecture. New York: Macmillan.
Dixon, C. N., & Nessel, D. D. (1983).
Language experience approach to reading and writing: Language experience
reading for second language learners. Hayward, CA: Alemany Press
23. Herzberg, B. (1994). Community service and critical teaching. College
composition and communication, 45, 307-319.
Huey, E. B. (1908). The psychology and pedagogy of reading. New York:
Macmillan. [Republished (1968) by M.I.T. Press in Cambridge: MA]
Jones, E. V. (1986). Teaching reading through experience. Life Learning, 9(7),
Lamoreaux, L., & Lee, D. M. (1943). Learning to read through experiences. NY:
Appleton-Century-Crofts. Morris, R. (1979). Success and failure in learning to read.
Hammondsworth: Penguin.
Nessel, D. D., & Jones, M. B. (1981). The language-experience approach to reading: A
handbook for teachers. NY: Teachers College Press.
Peck, W., Flower, L., & Higgins, L. (1995). Community literacy. College composition and
communication, 46, 199-222.
Ringel, H. (1989). English as a second language: Language experience approach-instructional
guide and ESL reader. Philadelphia: National Service Center. Educational
Resources Information Clearinghouse Document No. 318 275.
Spinner, J. (1997, March 13) Columnist’s criticism of composition courses inaccurate,
wrongheaded. Arizona Daily Wildcat, p. 4
24. Stauffer, R. G. (1980). The language experience approach to the teaching
of reading. NY: Harper & Row.
Wales, M. L. (1994). A language experience approach (LEA) in adult
immigrant literacy programs in Australia. Journal of Reading, 38, 200-
208.
Wurr, A. J. & Rutkin, T. J. (1998). The language experience approach:
Linking experience and education for adult L2 learners. Shimonoseki
Municipal University