Esl And Reading Theories Midterm Essay Research

Esl And Reading Theories Midterm Essay, Research Paper

Mid-Term/Spring 1998

This Termpaper was for an Educational Class for the Teaching Credential Program. The questions listed below describe various theories and questions related to ESL and reading. Hope you find this paper useful.

I got an ‘A’ for this termpaper

Bibliography :

Author – Ruddell

Reading in Secondary Education

1. Krashen’s theory of comprehensible input states: “We learn a second language containing linguistic structures that are just beyond the structures we already know.” (Ruddell, Page 341).

According to Krashen, “Comprehensible input” is symbolized by the following formulated statement: i (input + 1). This means that comprehensible input is just beyond our current level of competence in which we can construct new meanings. Thus, we can construct new meanings with what we already know about language, world knowledge, contextual information, and extralingual information. Krashen also states that we “Acquire new structures in a second language not by focusing on the structures themselves, but by understanding the meaning of a communication containing those new structures.” (Ruddell, Page 341).

Language acquisition environment and language learning environment differ by theory. According to Krashen, “Acquisition of a language occurs as a subconscious process as we encounter and use a second language for some communicative purpose.” (Ruddell, Page 340). Krashen also states that “Conscious learning of a language occurs as we study formally the grammar, structure, and lexicon of a language.” (Ruddell, Page 340). Hence, Krashen views acquisition to be the main reason for second-language development.

The optimal conditions needed for L2 acquisition, according to Krashen, can be stated as “People acquire second languages when they obtain comprehensible input and when their affective filters are low enough to allow the input in. Furthermore, second l language acquisition will occur in classes taught in the second language if the student can understand what is going on in the class; that is, when input is comprehensible.” (Ruddell, Page 342).

What are two strategies that I can use in my classroom so that language-related problems are not as likely to interfere with the academic aspirations of language minority students.

a. I plan on teaching history! Therefore, one strategy I could use is Co-operative learning! Students who have language-related problems can work with other students on projects that I will give in class. These groups can assist those who have language-related problems by working as a team to solve the projects I give them.

b. I can also write words from the text that I feel are important to know. For instance, most history books in high school have words that are in bold print. If some of these words are difficult (i.e. – Tyranny, Totalitarian, Anarchy, ect.), I would write these words on the board and introduce those words to the students. I would give the meaning of those words on the board and give examples that correspond to those words. I can even ask them to use these words in sentences if need be!

2. The assumption that language minority students have become “English proficient” when they have acquired relatively fluent and peer-appropriate face-to-face communicative skills is a misconception. Why. According to Cummins, he estimates that “ESL students acquire age-appropriate conversational proficiency (BIC) in about two years, while academic proficiency (CALP) requires 5 to 7 years.” (Ruddell, Page 342). Thus, he warns, to “Refrain from assuming that second language students’ proficiency in conversational English is a true measure of their proficiency in science, or social studies, or mathematics.” (Ruddell, Page 342). Cummins also argues that schools placed ESL students in Special Education classes through inappropriate testing practices based on faulty assumptions about a students ability to speak English. Just because an ESL student can speak English fluently doesn’t mean that he/she is literate in their understanding of the English language. For example, if I understood Spanish fluently, people would assume that I could get an ‘A’ in my Spanish classes. Even if I could speak this language easily doesn’t mean that I could read or write in that language. Take for another example: illiterate people. That are lots of people in the United States who can speak English easily. But when it comes to reading or writing, they fail. I had one lady ask me if a rubber mat fabric had adhesive on the back side. Clearly marked on the front of the product was the words: “New, Adhesive backing for increased hold.” I felt bad, for I new this lady couldn’t read.

The language minority student is often placed into Special Education classes because of inappropriate testing practices that are based on the beliefs of a students’ English language proficiency. Cummins talks about the range of contextual support and the degree of cognitive involvement in communicative activities. Cummins explains there are two intersecting continua of cognitive and linguistic elements of language transactions. In regards to Context, we usually use “Context-embedded” activities rather than “Context-reduced” activities. Embedded can be social conversations, whereas reduced can be reading or writing. Thus, Co