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ERIC Number: ED363483
Record Type: Non-Journal
Publication Date: 1993-May
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Whole Language ESL: Reading, Writing, and Speaking.
Wilson, Kathryn Anne
An English-as-a-Second-Language (ESL) educator of migrant students in a rural county in Oregon used a whole-language approach to language and reading instruction. Although reading instruction in Spanish was preferred, lack of Spanish-speaking personnel and limited ESL instructional time prohibited that approach. In whole-language ESL, the teacher exposes students to interesting books, language experience activities, and field trips to spark student interest and curiosity. Language acquisition, as opposed to language learning, is an almost unconscious effort growing from the desire to understand something of interest. All types of language experience activities are conducive to language acquisition. Students create personal dictionaries of words they are learning and add pictures cut from magazines. Wordless books offer pictorial stories for discussion and writing of the story. The created stories are meaningful because the students create the story in their own vocabulary. Easy-reader Spanish-language books help students retain their home-language skills. In the classroom it is important to let students know that practice in speaking and reading Spanish will also improve their English. English books for primary ESL students must be easy, somewhat predictable, and ridiculous. This paper contains an extensive list of wordless books. (KS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon