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    Chapter 5

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    بروف فى اللغة الإنجليزية
    1) This chapter compares how first and second languages are taught with a focus on reading and writing in English as a second language. 2) Many children are enthusiastic about learning to read and write in English as a second language, especially those who play online games in English. 3) Oral language proficiency is directly related to learning to read, as it helps children make intelligent guesses about what would make sense based on their knowledge of oral language.

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    Chapter 5

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    بروف فى اللغة الإنجليزية
    25 views8 pages
    1) This chapter compares how first and second languages are taught with a focus on reading and writing in English as a second language. 2) Many children are enthusiastic about learning to read and write in English as a second language, especially those who play online games in English. 3) Oral language proficiency is directly related to learning to read, as it helps children make intelligent guesses about what would make sense based on their knowledge of oral language.

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    chapter 5

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    1) This chapter compares how first and second languages are taught with a focus on reading and writing in English as a second language. 2) Many children are enthusiastic about learning to read and write in English as a second language, especially those who play online games in English. 3) Oral language proficiency is directly related to learning to read, as it helps children make intelligent guesses about what would make sense based on their knowledge of oral language.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    25 views8 pages

    Chapter 5

    Uploaded by

    بروف فى اللغة الإنجليزية
    1) This chapter compares how first and second languages are taught with a focus on reading and writing in English as a second language. 2) Many children are enthusiastic about learning to read and write in English as a second language, especially those who play online games in English. 3) Oral language proficiency is directly related to learning to read, as it helps children make intelligent guesses about what would make sense based on their knowledge of oral language.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 8

    1

    WRITING
    CHAPTER 5
    2
    Introduction

     This chapter will compare how first and second languages


    are taught, learned and suggest ways in which reading and
    writing in English as a second language can be introduced
    and gradually built up with children. In bilingual contexts,
    learning to read and write in two or more languages often
    happens at the same time.
    This means that certain reading skills, such as learning to guess the meaning from the
    context or using illustrations to help with the process of decoding, can be transferred
    between languages.
    3

     In fact, the most convincing reason for teaching reading


    and writing in English is that many children show both
    interest and enthusiasm in doing so when they start
    learning English. Many young learners are, in fact, active
    readers and writers in their first language and take
    second language reading for granted.

    One example is the case of those ESL/EFL learners who regularly play online games in English. In
    these games, children communicate with other game players by typing in messages, and they read
    instructions as well as authentic messages using their limited English.
    4

     Children learn very early on to write their name and


    other significant words such as 'mummy', 'daddy', or a
    friend's or sibling's name. They will begin to understand
    that messages, stories, or anything we say can be
    represented on a page using symbols.

    All these experiences will prepare children to read and write themselves. They will begin to
    see reasons and purposes for reading: for enjoyment or simply to find out about something-
    for example, reading the television guide either in the paper or online to find out what time
    a cartoon is on.
    5

     Oral language proficiency is directly related to the


    ability to learn to read, because the solid knowledge of
    oral language helps children to make intelligent
    guesses when attempting to read, simply by drawing on
    what they think would make sense.

    For example, let us imagine that an English native-speaker child is reading the
    beginning of a story and can work out that the first word is 'Once'. Then, without having
    to read the next word, they can make a reasonable guess that the rest of the phrase is
    'upon a time'. This happens because the child knows this phrase is frequently used at the
    beginning of stories.
    6

    In order to teach aspects of the English language system that are
    regular, English primary schools teach letter-sound correspondence
    patterns (phonics) to all children. Songs and rhymes are great for
    teaching phonics because they contain rhyming words; for example,
    'One, two, three, four, five, once I caught a fish alive', where 'five'
    and 'alive' both rhyme and follow the same written pattern.

    With this approach, learners are encouraged to recognize analogies below word level to
    help them to work out how to read and write words.
    7

     A strategy is used in teaching reading in schools. Often called


    the 'whole word method', it encourages the rote learning of
    some 'sight vocabulary' that children can immediately recognize
    when reading. This method helps children to see and remember
    words as visual images. The idea is that these words will be
    recognized immediately, making decoding unnecessary.
    With regard to the strategies they bring, how they learned to read in their first language can
    influence how they read in the second language. Non-native speakers are likely to use reading
    strategies that worked in their first language, such as recognizing spelling patterns, trying to sound
    things out, and comparing sounds and letters.
    8

     Reading activities for younger learners As was


    suggested in Chapter 5 on speaking and listening,
    reading and writing in the primary foreign language
    classroom do not need to involve the use of fully
    developed skills from the very beginning.

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