www.coloty.com

The time when a person has mastered his native language is both significant and sad. It’s sad just because the person has stuck to this language’s rules and logic. Hence, it becomes too difficult to learn any other language, even common ones. That’s the permanent problem traditional methods of language learning can’t solve. Why? Just because they are not oriented to poke a new logic into recipient’s mind.

No one would deny, the most useful thing for any language learner is to appear in so called “language environment”. Study tours are the thing that implements this perfectly. But what if a person can’t go abroad to study language there? Here a perfect place comes on the stage. It’s called extensive reading.

What is extensive reading?

The method is based on the assumption that reading is a good way to imitate the process of communication. The reader is common to listener; he listens to author’s thoughts and reflects them in his mind. In addition, reading of an interesting novel is much better study time than reading of boring sentences without any sense, or trying to memorize long lists of words.

How should I read?

Surely, extensive reading is a good way for language learning only for those who at least can read foreign words and knows essentials of the language structure. Let’s assume that you can read and can differentiate a verb from noun. So you can start your extensive reading.

1. Pick a book.
   Choose a book that would be interesting for you. If the book is not interesting, you won’t enjoy your reading, so you won’t wish to read at all.
2. Start reading.
   Then you just start reading. Don’t get discourage if you understand just 20% or less. The more you read, the better you understand everything, the more words you know. Your reading comprehension will son rise to $40%, then to 60%, then to 80% and finally, you’ll understand everything.
3. Use dictionary rarely.
   Don’t use a dictionary for every word you don’t know. Believe me, it would be the best if you see this word throughout the text for 5 time and suddenly you realize its meaning because of context. That’s the way the word will be memorized for ages. Besides, the more you refer dictionary, the less you are involved into the story’s flow. And your goal is to read, not to understand every single word.
4. Don’t like the book? Take another one.
   If the book is not interesting, do not force yourself. There are lots of other stories that are just waiting for you to read them.
5. Use parallel texts.
   Sometimes it’s useful to have parallel texts if you can find them. That means that you read the passage in the foreign language. And then you read the same passage translated into your own language. This method is extremely good for complicated texts. But do not read sentence by sentence. Read large blocks of information.
6. Use optimized texts.
   It’s also useful for beginners to read optimized text. I mean the texts where translation into native language follows each sentence (or its part), so you don’t need to study dictionary.

As you can see, language learning can be enjoyable and pleasant process. Moreover, it can be successful with less efforts that you usually thought about. Just start reading foreign books, and sooner or later you’ll realize that you understand the language and even can speak it easily. That’s the way children learn the language. That’s the way we might use too.

Al Polonski is an administrator and chief-editor of a free online Russian language tutor, Learn Russian Easily, based on the method of extensive reading. He can be reached through the website http://learnrussian.hut1.ru

Share This

There is an increasing amount of English language learners represented in our schools for whom a unique approach to developing literacy is necessary. The development of literacy by English language learners (ELLs) includes all of the challenges implicit for English speaking children literacy attainments, and is additionally compounded by a diversity of linguistic, cognitive and academic variables.

In general, the following are critical variables that need to be targeted in effective reading instruction:

Phonemic awareness, phonics, vocabulary development, reading fluency, including oral reading skills, and reading comprehension strategies. The National Research Council’s Committee on the Prevention of Reading Difficulties in Young Children recently completed the most authoritative, comprehensive review of the research on normal reading development and instruction and on preventing reading difficulties in young children1. This study documented a number of important findings about teaching English reading to language-minority children. These include:

- English-speaking children making initial attempts at reading understand, if they are successful, the products of their efforts; they read words they know and sentences they understand, andcan self-correct efficiently. Non-English speakers have a more limited basis for knowing whether their reading is correct because the crucial meaning-making process is short circuited by lack of language knowledge.

- Giving a child initial reading instruction in a language that he or she does not yet speak can undermine the child’s chance to see literacy as a powerful form of communication by knocking the support of meaning out from underneath the process of learning.

- Initial reading instruction in the first language does no harm. To the contrary, it seems likely both from research findings and from theories about literacy development that initial reading instruction in the second language can have negative consequences for immediate and long-term achievement. Primary language and reading literacy is critical and should be strongly encouraged.

It was highly recommended that “initial literacy instruction in a child’s native language whenever possible” and suggested that “literacy instruction should not be introduced in any language before some reasonable level of oral proficiency in that language has been attained.”

On the question of which language to use when teaching English language learners to read, the committee recommended the following guidelines:

- If language minority children arrive at school with no proficiency in English but speaking a language for which there are instructional guides, learning materials, and locally available proficient teachers, then these children should be taught how to read in their native language while acquiring proficiency in spoken English, and then subsequently taught to extend their skills to reading in English.

- If these second language children arrive at school with no proficiency in English but speak a language for which the above conditions cannot be met and for which there are insufficient numbers of children to justify the development of the local community to meet such conditions, the instructional priority should be to develop the children’s proficiency in spoken English. Although print materials may be used to develop understanding of English speech sounds, vocabulary, and syntax, the postponement of formal reading instruction is appropriate until an adequate level of proficiency in spoken English has been achieved. In other words, the instructional priority need to be to develop spoken oral English prior to attempting to facilitate reading in English.

This author has used this approach with many second language children and has developed effective methods to facilitate literacy in English language learners based on these recommendations which have been associated with high levels of efficacy.

Deborah Jill Chitester received her Masters of Science in Speech-Language Pathology from Adelphi University in New York and was granted her Certificate of Clinical Competence (C.C.C) by the American Speech and Hearing Association (ASHA). She has 10+ years experience working with all age levels both mono-lingual and Spanish speaking, having received special certification by the State of New York as a Bilingual (English/Spanish) Speech-Language Pathologist. Deborah has worked with all age levels and all disabilities. She began her practice in New York, where she worked with both private patients as well as with the major school systems and corporations.

In her practice, Second Language, Literacy and Learning Conection LLC she treats both monolingual and Spanish speaking clients of all ages and disabilities and utilizes some of the latest computer based treatment especially designed to promote optimal language development. Her expertise in second language learning is extensive and as such, she is currently publishing a resource guide to be used by educators in “connecting” with ELLs.

Share This