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.
The document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. Each method is summarized with its key principles, such as the use of the native language, focus on grammar rules vs. communication, and sequencing of skills like listening, speaking, reading and writing.
This document provides an overview of materials development for language teaching. It defines instructional materials and their roles in the classroom. It discusses trends in materials moving from teacher-created to publisher-driven. Principles of effective materials include achieving impact, relevance, and authentic language use. Factors like learners and context influence materials. Frameworks illustrate how goals, syllabus, and materials work together. The document outlines processes for designing, developing, and disseminating materials, as well as guidelines like curriculum mapping and scriptwriting.
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
This document provides an overview of oral language development and its importance for early literacy. It discusses key findings from research that children who develop strong oral language skills have an advantage in later reading comprehension. The document outlines stages in language development from birth to age 6. It also describes 5 components of oral language and best practices for instruction, including shared book reading, songs/rhymes, storytelling, circle time, and dramatic play. Research supporting the effectiveness of these practices is referenced.
1. The document discusses various approaches to developing reading skills in a second language, including language-based, skill/strategy-based, and schema-based approaches.
2. It examines characteristics of fluent and less fluent second language readers, focusing on vocabulary size, awareness of text structure, use of reading strategies, and automaticity of language processing.
3. Recent research emphasizes the importance of building learners' vocabulary and automatic language processing abilities to facilitate successful reading in a second language.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
The document discusses key topics related to reading materials for second language learners. It covers 4 stages of reading, factors to consider when selecting texts, the role of texts in the classroom, differences between simplified and authentic texts, channel conversion, and implications for teachers. Texts can be used to teach language structures, develop reading skills, and provide interesting content. Both simplified and authentic texts have advantages, and teachers should consider learners' language levels and exposure to natural language forms. Channel conversion involves transferring information between mediums like text and graphics.
Remedial instruction in education is intended to make a remedy on an existing learning issue that hinders the progress and development of learner's needed competencies and learning objectives. It tries to improve and remediate the basic skills deemed necessary amongst students.
Writing is a complex skill that requires the integration of cognitive, memory, linguistic, motor, and affective systems. It is difficult to teach because students must learn how to juggle all of these systems simultaneously. The writing process includes pre-writing, drafting, revising, editing, and publishing. Effective writing instruction models good writing, demonstrates writing strategies, provides practice and feedback, and scaffolds the writing process from simple to more complex tasks. Teaching writing helps students learn how to clearly present and defend their ideas.
Enhance The Reading Abilities Of Students Through Different Strategies At Pri...Pakistan
This document summarizes an action research project aimed at enhancing reading abilities of primary students. It includes an introduction outlining the problem of students' lack of reading skills and objectives to explore teacher struggles and develop reading strategies. The methodology involved teacher interviews, pre and post observations using checklists, and reading activities. Findings showed initial difficulties in reading were improved after strategies were implemented. In conclusion, the research demonstrated enhanced reading comprehension and abilities in students. Recommendations included facilitating effective reading teaching strategies.
The document discusses several approaches to teaching reading:
1. The global reading approach assumes reading is best learned through natural text and focuses on memorization of whole words.
2. Examples given are language experience activities, neurological impress activities using books/charts, and shared reading of stories.
3. The phonics approach teaches reading through learning sound-letter correspondences and applying this to build word recognition.
4. Sight words are words that cannot be sounded out and must be memorized through repetition and context.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
This document discusses various theories of reading instruction. It describes early theories from Thorndike, Gray, and Goodman that viewed reading as a developmental process involving word perception, comprehension, reaction, and synthesis. Later psycholinguistic theories proposed reading involves using graphophonic, syntactic, and semantic cueing systems simultaneously. The interactive and transactional theories of the late 20th century proposed reading as an interactive process where the reader interacts with text and prior knowledge. The document also discusses principles of balanced reading instruction incorporating skills, strategies, literature, and writing.
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
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.
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : VIEW
Sub-Topic :
View Definition, Advantages and disadvantages, View Creation Syntax, View creation based on single table, view creation based on multiple table, Deleting View and View the definition of view
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
Previous Slides Link:
1. Data Integrity, Index, TAble Creation and maintenance https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
2. Sequences : https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
View Inheritance in Odoo 17 - Odoo 17 SlidesCeline George
Odoo is a customizable ERP software. In odoo we can do different customizations on functionalities or appearance. There are different view types in odoo like form, tree, kanban and search. It is also possible to change an existing view in odoo; it is called view inheritance. This slide will show how to inherit an existing view in Odoo 17.
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Mail Server Configuration Using App passwords in Odoo 17Celine George
In Odoo 17, we can securely configure an email server to send and receive emails within the application. This is useful for features like sending quotations, invoices, and notifications via email. If our email service provider (e.g., Gmail, Outlook) supports app passwords, we can use them to authenticate our Odoo instance with the email server.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Be short to reply to any questions capability customers may have. They may need to realize how the coin works, its destiny capability, or technical details. Make positive you have got the answers equipped.
Talk without delay with involved customers to agree on a charge and finalize the sale. Make sure both facets apprehend how the coins and money could be exchanged.
How To Sell Hamster Kombat Coin In Pre Market
Once everything is settled, move beforehand with the transaction as deliberate. You might switch the cash immediately or use a provider to assist.
Stay in Touch: After the sale, check in with the customer to ensure they were given the coins. If viable, leave feedback in the network to expose you’re truthful.
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Hamster kombat free money Withdraw Easy free $500 mo
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