Name

: Alrina Raras Tacazely

Student Number

: 0203516010

Regular 1 (Wednesday, November, 30, 2016, 305 307)

Teaching Children Literacy Skills in a Second Language: Anne Dieger

Introduction
In recent years, there has been increasing focus on the teaching of reading and other literacy
skills to children.
Reading as a Complex, Interactive Process. Automatic recognition skills, vocabulary and
structural knowledge, formal discourse structure knowledge, content/world background
knowledge, synthesis and evaluation skills/strategies, metacognitive knowledge and skills
monitoring.
Becoming Literate in a Second Language. First of all, NES and ELL children often differ in
terms of the language background they bring to the task of acquiring literacy. Furthermore, when
initially assessing students competence in reading and writing, teachers must be careful not to
assume that oral language proficiency is necessarily an indicator of reading and writing abilities.
Is There an Optimal Way to Teaching Reading and Writing? Post-Centered (Code Emphasis)
Methods: phonics approaches, linguistic approaches, a sight word approaches, and basal
approaches. Socio-Psycholinguistic Approaches: language experience approach (LEA), a
literature based approach, and the whole language approach.
Standard and Second Language Literacy Development. Many standards dealing with various
content areas covered in public education, including language arts, social studies, math, and
science have been developed with assumption that students are able to understand and use
English well enough to engage with their respective consent. The task of designing curriculum
and instruction to meet them is still a complex task.

Strategies to Facilitate Second Language Literacy Development and Help Students Achieve
Standards: expose students to many uses of print around them, provide opportunities for children
to read more extensively on a subject, provide authentic purposes for reading and writing,
provide scaffolding for learning, use oral skills to support reading and writing development,
focus students attention on reading and writing strategies.

Developing Adult Literacy. Gail Weinstein

Introduction. The learners bring different needs and resources to their desire to learn English
language and literacy. While there is no agreement on one definition of literacy, there is growing
recognition that there are many literacies, and in case of immigrant learners, there are potentially
bilitearcies with many dimensions.
Context For Literacy Instruction. Four themes or purposes for language and literacy learning:
access, voice, independent action, bridge to the future. Adults have pursued their desire to
improve language and literacy skills for personal, professional, or academic reasons through a
wide range of venues such as adult schools, community colleges, community-based organization,
libraries, workplaces, or in their homes through one-on-one volunteer program. As funding for
literacy programs, there will be many challenges ahead to ensure that programs strengthen
families, honor the authority of parents, recognize and celebrate the wisdom of elders, and
address the needs that adults themselves see in the challenging work they have to raise a family
in complex world.
Promising Directions in Adult ESL Literacy Instruction. Take an inquiring stance, balance skills
and structures with meaning-making and knowledge creation, develop vision-making muscles,
demand mutual accountability, create communities of learners and communities of teachers.

Reading for Academic Purposes: Guidelines for the ESL/EFL teachers.

William Grabe. Fredericka L. Stoller

Introduction
Purposes of reading: to search for information, for general comprehension, to learn new
information, and to synthesize and evaluate information. The ability to read acquires that the
reader draw information from a text and combine it with information and expectations that the
reader already has. The goals for an effective reading curriculum: conducting needs analyses,
planning (or fine-tuning) reading curricula, selecting appropriate text materials and supporting
resources, diversifying students reading experiences, working with texts by means of a pre-,
during-, and postreading framework, addressing complex nature of reading through meaningful
instruction.
Encouraging the students: careful reading texts, awareness of text structure and discourse
organization, use of graphic organizers to support comprehension and discourse organization
awareness, strategic reading, fluency development, extensive reading, students motivation,
integrated skill instruction