Reading, Writing, and Learning in English Second Language

Fourth Academic Post

Culturally and linguistically diverse (CLD) students who speak a different language, other than English, at home, and are limited in their English proficiency, struggle in their writing, reading comprehension and in their oral communication. The need to assist this population in their learning is very essential because of the continued increase nationally. English language learners (ELLs) need to acquire their second language (L2) to help them perform well academically. The ELL Information Center Fact sheet Series gives information of the top languages that are being spoken in the U.S. by CLD students.

Suzanne F. Peregoy and Owen F. Boyle (2005) state that an individual’s “vocabulary represents one of the most important determinants of […] success in reading, writing, and conversing in and out of school” (p. 201).  English language learners’ academic and oral communication success will depend on how much vocabulary they know. This group of students will continue to learn vocabulary throughout their school years, which will help them with their English development. However, there are some strategies that English second language teachers can teach their students as they are in the process of developing their L2.

Suzana F. Peregoy and Own F. Boyle (2005) emphasize the importance for ELLs to know specific strategies in text structure, prereading, during reading and post reading; these are all important to evaluate reading comprehension. Students, who familiarize themselves with text structure helps them to store, retrieve and summarize the information that was read. In the prereading phase it’s important to learn to develop vocabulary before starting to read.  In Chapter 6, Boyle and Peregoy explain that learning vocabulary before, during and after reading is important because “unknown words place a particular burden on English learners’ reading comprehension” (p.201).  In the during reading phase students need to read headings, subheadings and set a purpose for reading to help them with their reading comprehension. Taking time to read such specific information in text books, can increase reading comprehension.  

Some language minority students have studied English formally in their home country as well as their native language. These students have skills that can be transferred to help them acquire their L2.  Literacy skills that can transfer all depend on the type of native writing system they use. For example, the Spanish language uses the Roman alphabet, just like the English language, this makes it easier for English language learners (ELLs) to transfer literacy skills to help them acquire English. Some specific skill examples that can be transferred are: decoding in Spanish can transfer to English decoding, the consonants produce similar sounds in both languages and friendly cognates (i.e., telephone in English and teléfono in Spanish), (Peregoy &Boyle, 2005).

The information of these two authors is very valuable to know. Empowering English Second Language (ESL) teachers with knowledge on how to work with their diverse language learners will help them be prepared to better assist this group of students. They can teach them to utilize their primary language skills to acquire their second language. ELLs can learn writing and reading strategies at an earlier stage in their second language development. This will help them with their academic and communication skills.

Sources:

Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL (5th ed.). Boston, MA: Pearson. (Original work published 2005)

http://www.migrationinformation.org/ellinfo/FactSheet_ELL3.pdf