YOED 6020 has been an invaluable class in helping re-ignite the passion I have for teaching English as a second language. I first was uneasy about the wikispace assignment but now feel empowered at being able to create and sustain such an amazing instrument. Not to mention, I will always have a portfolio of research and practices that I have studied as well as a point of reference to access resources for each concept. The content has also been stimulating and effective in helping me learn how to choose appropriate literature for use in ESL, which is something I had zero experience in doing before. I also learned some great new strategies for differentiating instruction and scaffolding in my classes. Here are my thoughts on evaluating materials for instruction and promoting literacy in second language learners.
1. What important factors do you feel are needed when selecting and evaluating ESL materials?
There are several important factors to consider when choosing ESL materials. The first is whether the materials offer opportunities for building metacognitive skills such as using graphic organizers to build upon previous knowledge or skills and extending meaningful connections to the content (Craig, 2010). Another necessary factor to consider is choosing materials whose instruction can be adapted for differentiated audiences through multiple, varied, holistic strategies. As stated in Boyle & Peregoy, “Holistic strategies are especially important for English language learners because they provide rich and meaningful print experiences, with comprehension scaffolded by the teacher or other students” (Boyle, Peregoy, 2008, p. 176). Additionally, it is important that the lesson can be used to reinforce Basic Interpersonal Communication Skills (BICS) as well as Cognitive Academic Language Proficiency (CALP). The materials need to be age appropriate for the targeted audience as well as on the correct level of English proficiency. Lastly, a teacher should choose materials with meaningful content that lend themselves to increased critical thinking and analytical cognition skills.
2. What are your thoughts regarding promoting literacy in second language learners?
As evidenced on our planet, there are many cultures that function without literacy skills. The need for literacy has not been explained or become apparent for many of these cultures and therefore it is seen as unnecessary. Many second language learners that come to the United States have had some sort of education in their first language and therefore understand the need for literacy in the new language. For students coming from illiterate backgrounds, it may be necessary to increase the need for functional literacy in the classroom so that students will be motivated to want to learn (Boyle, Peregoy, 2008, p.161). I feel that the best way to promote literacy skills in second language learners is by using many different types of metacognitive strategies and scaffolds to support the learner’s needs in a variety of functional, literacy rich opportunities, as suggested by Boyle and Peregoy (p. 177). Activities that require a student to utilize and observe the functionality of literacy as well as be connected through meaningful experiences from the content are the most effective ways of teaching literacy to second language learners.
References:
Craig, D. V. (2010). Evaluating materials for esl
instructional use rubric. Retrieved from:
https://elearn.mtsu.edu/d2l/lms/content/viewer
/main_frame.d2l?ou=1930861&tId=18330556.
instructional use rubric. Retrieved from:
https://elearn.mtsu.edu/d2l/lms/content/viewer
/main_frame.d2l?ou=1930861&tId=18330556.
Boyle, O. F., Peregoy, S. F. (2008). Reading, writing
and learning in esl. (5 ed.). Boston, MA: Pearson.
and learning in esl. (5 ed.). Boston, MA: Pearson.
