Tag Archives: reading

Prioritizing deliberate reading to maximize SL learners’ vocabulary gain: An example of teaching formulaic language


Written by - Driss Ait El Haj, Canada

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In the context of second language (SL) acquisition, studies on the benefits of teaching vocabulary through reading have yielded significant outcomes, sparking debates over the most effective methods for vocabulary acquisition. Some studies argue that incidental learning helps SL learners acquire the form-meaning connection, as they are exposed to substantial input through reading and listening (Nation & Webb, 2017). Still, we should prioritize deliberate reading within the purview of instructed second-language acquisition (ISLA) if the aim is to teach form, especially formulaic language.

Incidental versus deliberate vocabulary learning

Given the ongoing debate over the efficiency of deliberate and incidental learning and their contributions to SL learning, it is crucial to compare the two before delving into teaching and learning vocabulary.  Continue Reading →

Categories:
ESL, Reading, Vocabulary
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See it, feel it, move it, read it: Reading with all your senses for adult EAL learners


Written by - Heidi Brooks, Canada

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*Refer to PDF for images

Introduction

Ahmed was a highly motivated upper literacy student with fewer than six years’ education in his first language. He had good attendance and a positive attitude about school and learning.  His speaking and listening skills were strong, and he communicated effectively. At the time, Ahmed was employed at a local pizza shop, and his goal was to get his Canadian citizenship and open a family business.

I first met Ahmed when his teacher referred him for reading support. She observed him struggling to read basic CVC words—single-syllable three-phoneme (sound) word that follows the pattern of consonant sound, vowel sound, consonant sound. He had trouble distinguishing words like pat and pit,  Continue Reading →

Categories:
ESL, Experiential, Reading
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Individualized program plans for adult ESL literacy learners


Written by - By Eman Ghanem, Edmonton Catholic Separate School District, Canada

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*For all footnotes, refer to the PDF version of the article.

Abstract
Adult ESL literacy teachers are often perplexed when instructing pre-, non-, and semi-literate adult ESL learners due to their L1 literacy level, age, and possibly traumatic experiences. Classroom instruction and assessment should be carefully planned and strategically implemented because of the underlying financial and social ties connecting literacy to socio-economic status. How might instructional practices be modified to better meet the needs of adult L2 emergent readers? This paper examines the use of Response to Intervention (RTI) tier 3 plans in adult English learning in an L2 context. For twelve weeks, several evidence-based reading diagnostics assessments were administered to help develop individualized program plans for a group of emergent readers.  Continue Reading →

Categories:
Curriculum, ESL, Language, LINC, Literacy, Other, pedagogy, Reading, Research, Teaching, Uncategorised
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