When I was assigned this project, I wanted to research a topic that would be beneficial for myself in the future. While doing the first part of student teaching, I observed how dual language learners struggled to read in English and were only reading books in their native language not even checking out a book in English. I also observe how the students were extremely fearful when the teacher asked them to write in English. Throughout these experiences, I wonder if there were any strategies that would help these students become readers and writer in both their native language and English. I took this opportunity to research how to promote literacy with dual language learners. After reading the articles it lead me to connect the topic to a dual language classroom this way I would be able to practice the new strategies in the spring of 2013 or later on in my career. I wanted to find strategies that would help students in the future be able to read a books in English and be able to comprehend the content of the book. Also, I want the students to become confident and comfortable when they writing in the English language. One of my main goals as a future bilingual teacher is to help students read and write in English and their native language.
Students learning two languages at the same time have different stages of development than a monolingual student. It is important for teachers of dual language learners to understand these stages of how language develops. When a teacher understands the elements that affect the students’ development they will be more successful when promoting and helping students develop literacy. Throughout the different articles there were many recommendations for teachers to begin teaching reading skills to the students in their native language since these skills will later transfer to English. The students must feel comfortable and confident before they move on from literacy in their native language to English literacy.
In order for the students to be enthusiastic about reading and writing teachers need to make the activities more engaging and animated. Dual language learners need to be expose to literacy activities in a daily bases. These activities can range from storybook readings to small or whole group dissuasion that will help students connect to the text a higher level. According to Cummins, literacy activities can be animated through discussions and debates about different social and moral issues meaning these activities will present students with questions that allows them to interpret the text in multiple ways. According to Gillanders and Castro in the article Storybook Reading for Young Dual Language Learners, students need to be exposed to read aloud in a daily basis because by listening to stories, children learn about written syntax and vocabulary and develop phonological awareness and concepts of print, all of which are closely linked to learning to read and write.
According to Gutierrez Zepeda, & Castro, oral English proficiency correlates with the ability to comprehend more difficult text and to apply words and test level skills. When students are provided with the opportunity to practice their oral skills in the classroom they will be able to interpret difficult text and be able to use that language in their daily lives. Dual language learners need to be exposed to daily reading and writing activities that capture their attention by providing manipulative, props, visual images, and building connection between the activity and their daily lives.
Students learning two languages at the same time have different stages of development than a monolingual student. It is important for teachers of dual language learners to understand these stages of how language develops. When a teacher understands the elements that affect the students’ development they will be more successful when promoting and helping students develop literacy. Throughout the different articles there were many recommendations for teachers to begin teaching reading skills to the students in their native language since these skills will later transfer to English. The students must feel comfortable and confident before they move on from literacy in their native language to English literacy.
In order for the students to be enthusiastic about reading and writing teachers need to make the activities more engaging and animated. Dual language learners need to be expose to literacy activities in a daily bases. These activities can range from storybook readings to small or whole group dissuasion that will help students connect to the text a higher level. According to Cummins, literacy activities can be animated through discussions and debates about different social and moral issues meaning these activities will present students with questions that allows them to interpret the text in multiple ways. According to Gillanders and Castro in the article Storybook Reading for Young Dual Language Learners, students need to be exposed to read aloud in a daily basis because by listening to stories, children learn about written syntax and vocabulary and develop phonological awareness and concepts of print, all of which are closely linked to learning to read and write.
According to Gutierrez Zepeda, & Castro, oral English proficiency correlates with the ability to comprehend more difficult text and to apply words and test level skills. When students are provided with the opportunity to practice their oral skills in the classroom they will be able to interpret difficult text and be able to use that language in their daily lives. Dual language learners need to be exposed to daily reading and writing activities that capture their attention by providing manipulative, props, visual images, and building connection between the activity and their daily lives.