Writing Instruction

Writing Instruction:

As a student in elementary and secondary schools, the view in which instruction focused seemed to be scaffolding. The lessons were focused on specific tasks and contexts, which are needed to engage learners (Gibbons, P. 2002. p.10-11). When I think of my studies in foreign language, both in the U.S. and abroad, there was much scaffolding. This presented a practical use in providing clear instruction for a portion of understanding. My instructors also offered contexts in which to write as well as opportunities to practice and review past concepts. We were eventually given more freedom to write complete, independently written pieces, but only after each small portion of the unit content had been nibbled upon individually. In retrospect, I think this approach gave me confidence in my new language in the same way a baby takes his first few steps on his new legs with encouragement from a parent.

Source: Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

The relationship between oral language and the reading process as it applies to ELL students

The relationship between oral language and the reading process as it applies to ELL students

Oral language development is an intricate process. At times, it may occur too quickly to measure and at other moments, it may appear as no more than nonsensical babble from a baby. We know now that at eighteen months, language acquisition is extremely rapid and that younger babies are actually exploring ways to communicate an internal language that we seem to come equipped with. From behaviorists to developmental psychologists, studies reveal that there are stages in language development that all begin orally. Although understanding of specific irregular patterns and vocabulary development tend to arrive later, basic structures of language, such as syntax, verbs and nouns seem to come naturally in one’s native tongue (Freeman, D.; Freeman, Y. 2004.  p. 1-8).

If we keep in mind that the initial purpose of language is social interaction, we understand how naturally oral language fits into learning. In other words, the more we speak and listen, the more ideas we have. Similarly, the more we practice vocabulary within contexts, the more we will understand when we read. When learners of a new language have opportunities that are open to discuss topics, they gain important practice that may not be received at home. Classrooms should provide a variety of ways for students to interact with the language and reach other. This might include structured group or pair discussions, questioning and answering, or interactive problem solving (Gibbons, P. 2002. p.14, 17).

Source: Freeman, D., & Freeman, Y. (2004). Written and Second Language Acquisition. In Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.

Source: Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.