Chapter 7: Literacy Instruction for English Language Development
This chapter outlines the process of acquiring language; it allowed me to see language acquisition through the eyes of the English Language Learner. As with the other chapters read, this also emphasized the need for meaningful and diverse curriculum which will lead to the student’s desire to become involved in their own learning. I was especially inspired when the author stated, “During the entire process of teaching reading, educators who also function as sensitive ethnographers and “child watcher” take note of what reading “lights a fire” in the learners and take care to balance students” receptive and productive skills within a learning environment that respects culture, human interests, and imagination” (Diaz-Rico, p 168). This struck me because I have heard conversations from upper grade teachers who do nothing but complain about their EL students. They just do not understand why they do not take an interest in the literature, and they refuse to accommodate these students, they would rather hold them in contempt and send them to detention. I am an educator of young students and as such, all of my studies have been in the area of cognitive, social/emotional, motor, sensory, and beginning language development. This chapter is an eye-opener for me. During my career, child development programs have changed drastically, there is a strong push to teach curriculum once reserved for kindergarten students. I now see the complex process a child must move through to be a successful communicator, reader, writer of the target language. As a result of this particular chapter, I took time to re-organize my small groups and plan on stepping back, “slowing the pace slightly” (Diaz-Rico, p 183) to portion the information into smaller chunks so that the students get the most out of each lesson.
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Bob Perez'blog also empasized the importance of student engagement. Teachers modeling good reading habits so that students become life-long learners. Building on student's schema was also an important strategy. Students do not come in empty vessels. Their prior knowledge needs to be tapped into so that they can scaffold the skills they need to acquire the target language.
ReplyDeleteShelly Rodriguez also acknowledged the importance of an inviting classroom. It draws students and encourages them to take part in literacy activities. Using shared writing and read alouds also helps a teacher monitor the student's progress.
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