READING
English as an additional language
and monitor comprehension. However,
EAL pupils cannot be expected to make
predictions, inferences, or visualise if they
do not have suffi cient words to understand,
or the sentence starters or discourse
protocols for making and testing predictions.
It is easier for EALs to begin with asking and
answering questions, determining important
information, summarisation, and monitoring
comprehension, and this strategy works
especially well with a partner. Furthermore,
using think alouds can benefi t all pupils.
Anchoring reading and learning
Partner reading is more effective than silent
reading for EALs and works best immediately
after the teacher models, when a strategy
or fl ow of narrative is fresh in their minds.
Alternating reading sentences aloud with
another pupil, followed by a think aloud, is
teachers’ delivery and lesson plans: come after reading. Before reading, pupils particularly effective. Co-operative learning
●
Teach important words before reading, not need to use the word orally several times also gives pupils opportunities to practise
after; in a variety of ways; their new language in safe contexts with
●
Teach as many words as possible before, 6 Teacher ends by highlighting an aspect peers, and most language, literacy and
during and after reading; of the word that might create diffi culty: information processing activities lend
●
Teach simple everyday words (Tier 1) spelling, multiple meanings, cognates/ themselves to co-operative learning.
along with information processing words false cognates, prefi xes, suffi xes, The fi nal piece in the sequence is writing
(Tier 2), and content specifi c/academic base words, synonyms, antonyms, about what is being learned. Small pieces of
words (Tier 3); homophones, grammatical variations, etc. writing, related to what pupils are reading,
●
New words must be used within the context More in-depth word study will come later. can be introduced daily with one summative
of reading, talking and writing within the The seven steps should be the opportunity piece each week.
same class period. Even level 1 pupils can for oral production on meaning, and
begin reading and writing from day one; exposure to the written word in context. Recommendations from the head
●
Lexical items (eg tense, root, affi xes, Steps 1–6 should move quickly, with no The head of School 319 was asked how
phrasal and idiomatic uses) should more than 10 to 15 minutes spent in pre- he turned it around. He cited extensive
be emphasised and used as strategic teaching key vocabulary; and professional development, and expert
learning tools; 7 Teacher assigns peer reading with oral coaching and peer coaching on teaching
●
Teach EAL pupils key words for a reading and written summarisation activities, and vocabulary and reading comprehension.
assignment, testing them at the end; further word study where EAL pupils can Furthermore, he emphasised that as many
●
Avoid sending EAL pupils to look up words practise applying the new words. schools have increasing populations
in the dictionary. This doesn’t help; and of EAL students, all the teachers need
●
Avoid having a peer translate for EAL EAL pupils read every day opportunities to learn how to integrate
pupils – this doesn’t help either. EAL pupils need to read, discuss, and start language, literacy and subject matter.
Explicit vocabulary instruction for EAL some writing to anchor new words just
pupils became a seven-step process learned. For EAL pupils in beginning stages, About the author
that could be taught as a whole class or text should be broken into small segments. Margarita Calderón is a professor and
small group process. The teachers used This way, they are reading something senior research scientist at Johns Hopkins
PowerPoint presentations and interactive different every day but are engaged in University in the US. She is also a member
whiteboards to present the steps: greater analysis and application as they of the National Literacy Panel for Language
1 Teacher says and shows the word, and learn and apply new vocabulary, grammar Minority Children and Youth.
asks pupils to repeat three times; and writing. Repetitive reading of the same
2 Teacher reads and shows the word in a long passages does not help EAL pupils
sentence (context) from the text; develop fl uency or comprehension.
Further reading
3 Teacher provides the defi nition(s); August D & Shanahan T (eds), (2006)
4 Teacher explains meaning with pupil- Teacher modelling think alouds Developing Literacy in Second-language
friendly defi nitions or gives an example It is important for teachers to conduct Learners: Report of the National Literacy
that pupils can relate to; think alouds to model strategic reading. Panel on Language-Minority Children and
5 Teacher engages 100% of the pupils in The reading comprehension strategies that Youth, Mahwah, NJ: Lawrence Erlbaum
ways to orally use the word and concept benefi t native English speakers are the Associates.
(eg Turn to your partner and share how…; same strategies EAL pupils need to develop:
Which do you prefer…? Answer in a predict, determine important information,
Calderón M, (2007) Teaching Reading to
complete sentence…). Writing the word, summarise, make inferences, visualise, ask
English Language Learners, Grades 6-12,
drawing, or other word activities should and answer questions, make connections,
Thousand Oaks, CA: Corwin Press.
spring 2009 Better: Evidence-based Education 15
Better Spr09 pp14-15 Language.indd 15 20/4/09 09:16:48
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