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ERIC Number: ED259101
Record Type: RIE
Publication Date: 1983-Oct
Pages: 11
Abstractor: N/A
Reference Count: 0
Basic ESL Literacy for the Non-Literate Student. NAAESC Occasional Papers, Volume 2, Number 1.
Mrowicki, Linda G.
Any discussion of English as a Second Language (ESL) literacy should address three critical areas: who the learners are, what is to be taught, and how the literacy skills are to be taught. Three distinct groups of students can be classified as "non-literate" in their own language: pre-literates, illiterates, and semi-literates. Two approaches are commonly used to define the content of a literacy class. With the audiolingual approach, the purpose of the ESL literacy/reading practice is to teach students to read all the English they already know orally. The purpose of the functional approach is to teach students to read the language they need to comprehend written language. An ESL teacher can use three activities to determine essential language: observe the community, ask students, and ask intermediate and advanced students. The sight word approach has proved the most successful teaching method in the literacy class. An effective literacy lesson using this approach consists of six steps: teach the language orally, introduce the written form, provide clues for students to remember the words, have students demonstrate word recognition, have students demonstrate comprehension of written words, and assign students a task in which they "read" the words in a real situation. (YLB)
Publication Type: Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Northern Illinois Univ., DeKalb. Northern Area Adult Education Service Center.