Second, often schools have classes in which multiple languages are represented. Third, in some cases, school districts are not committed to second language proficiency. A second type of approach is the more common bi-lingual classroom. In this, literacy instruction centers on one home language (e.g., Spanish). English is phased in over time. Most bi-lingual programs aim for children to be English proficient in reading and writing by third grade. The third approach is the English-as-second-language (ESL) classroom, where instruction is in English with special considerations given to the needs of the children’s home languages.
Challenges in all three settings include the need for teachers:
· To be sensitive to the emotional, physical, and cognitive confusion children confront when they do not know the dominant language of the school. Children should never be seen as less able or intelligent because of a language barrier.
· To make every effort to help second language learners build a two-way vocabulary (for example, labeling objects in the room in two or more languages, noting different words in different languages in conversation, providing books in two languages, allow children to write in two languages as necessary).
· To see the parents as partners in establishing the legitimacy of the home language. Parents should be invited in to talk about their home or ethnic cultures. Every attempt should be made to work with translators, when necessary.
Is it important for their parents to become literate in English?
Practically speaking, it always helps if a parent can read and write in the language children use in school. This synchronization allows the parent to help with homework, respond to school notices, and so on. At the same time, it is not an intellectual prerequisite as, again, evidence suggests that children can learn to read and write in the language of school even if their parents do not share it.
What methods of teaching reading are currently most popular? How has literacy education changed over the last several decades?
A very popular method of teaching reading at this point in time is what many refer to as ‘balanced literacy.’ This means instruction in key skills, including those related to word study (phonemic awareness, phonics, sight words, spelling, and more), reading fluency, vocabulary, and comprehension, and also writing (creative and expository). Debate continues as to whether instruction should tip in favor of word study or reading comprehension. It must be remembered that whatever the method, comprehension and engagement is the goal. Furthermore, children, unlike research, do not come neatly packaged. The best educators will use whatever works best with individual children.
PREVIOUS PAGE
