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Factors affecting learning to read in English as a foreign l
Transcript of Factors affecting learning to read in English as a foreign l
Each language is structured differently.
The transferability of knowledge, skills and strategies across languages depends on how the two written languages work.
Learner's first language literacy experience
It must be considered the methodology of teaching literacy skills in L1.
Social aspects of first language literacy impact on learning to read in a foreign language.
The Learners Knowledge of the foreign language
Overlaps with 1st language.
Young children: how written text functions, fine motor skills needed to shape and join letters.
Children reach 10 years old: how written text work
Starting to read and write in English as a foreign language
objectives for readers up to age 7:
- Attitudes to literacy: enjoy being read to from a range of books, enjoy looking at books.
- Print conventions: learn how text is written down in lines and pages, with spaces between words, capital and small letter.
- Participate in range of literacy events in school, and link to out of school literacy events.
- Learn to copy short sentences that have a persona meaning, and read them aloud.
- Learn a basic set of words by sight.
- Begging spotting words and letters in books.
Morphemes / syllables
- Listen to rhymes, chants and songs, and by joining in with them, learn by heart,, and be able to say or sing them
Letters / sounds
- Learn the names, shapes and sounds of some initial consonants.
- Begging to learn the alphabet in order, by name.
Creating a literate environment in the classroom
Make a pronoun mobile
Multi: sensory experience
Children: what they see, hear and produce.
Literacy activities: opportunities –see, hear, manipulate, touch, feel
Attention to detail: focuses on a finer level of detail
Letter shape- length of each stroke, roundness
Teachers- important role.
Fun with literacy skills: singing, chanting, simple games.
Literacy events and routines in the foreign language
Routine and formats.
Formal approaches to teaching literacy skills:
Learning to read and write has produced approaches to teaching.
Learn to read without any teaching, gradually, and through exposure to text and to reading.
Useful impact on ideas about reading.
Children find entry points.
Features of emergent literacy that are most relevant for foreign language are:
Children choose the books they want to hear and read.
Children are motivated by choice and by the quality of the writing they encounter.
Children often choose to read the same book many times, and this is a valuable learning experience.
Meaning comes first because the child understands the story as a whole.
Attention moves to whole words and letters, beginning with initial consonants, then final consonants, then vowels in the middle.
The link between reading and oral skills is very strong.
Parents can be involved with their children’s language learning through reading aloud with them.
Language experience approach
Child's ideas are used to compose the reading text.
Child and teacher compose the sentences.
Child's learning moves from meaningful idea to whole words to letters.
Words have physical reality and meaning.
Punctuation is present from the start.
The integration of w & r helps the child to see how the text is organized.
Whole words/ Key words approach
It starts from Word level
Children look at single words on cards (flash cards)
A child will begin with five or six common words
The child practices saying the Word when he/she sees the card
Focuses on letter sounds relations, show the children the sound, how letters can be combined.
Teachers: help children make mental connections.
Consonants: easier to notice than vowels. Can be grouped.
• Start with single consonants
• Drawing children’s attention
• Identifying their name and sound
• Playing games with them
• Practicing writing the letter.
Vowels: short, long and diphthongs.