Esther Geva and Gloria Ramírez will be presenting webinars on 11th and 12th May where they will be discussing how to enhance reading comprehension of non-fiction academic texts. You can find out more and sign up here.
In today’s Information Age, we are flooded with unprecedented amounts of written information, which needs to be processed quickly and effectively. In secondary school, English as a second language (EL2) teachers have the responsibility of preparing their pupils for post-secondary levels of schooling and for the workplace in today’s information economy. Language teachers face the challenge of helping their EL2 students develop sophisticated reading skills.
A solid EL2 reading instruction program is grounded in empirical evidence that can help us answer questions of what, why, and how for successful teachers of EL2 in contexts where English is the dominant language of the society, as well as in those where it is a foreign language. For these reasons, we will consistently make links between research and teaching throughout this webinar.
We will present detailed summaries of important classroom-based research on different aspects of EL2 reading. We will also provide Classroom Snapshots and Activities. Classroom Snapshots demonstrate the different concepts and how they work with different EL2 learners and different EL2 teaching situations for teaching EL2 reading. The activities will offer you opportunities to interact with the presenters to gain a better understanding of issues and topics that are addressed in this Webinar.
We will begin by inviting you to reflect on your current beliefs about reading comprehension in both first language (L1) and second Language (L2). Then we will provide a general discussion of the complexity of reading comprehension, and highlight the main factors that are involved in EL2 reading comprehension. This will be followed by a discussion of the different skills needed to extract meaning from text, with a special focus on how to enhance reading comprehension of non-fiction, academic texts. You may find that some of your beliefs are just that- beliefs.
The last part of this Webinar is devoted to individual differences. We examine the challenges that different EL2 readers may experience depending on their age, the characteristics of their L1, their prior experience with reading in their L1 and L2, and the type of text they are reading. For example, we will examine issues related to EL2 reading of adolescent immigrants who have solid reading skills in their L1 and adolescent immigrants who had little formal instruction. The Webinar will end with a brief discussion of the possibility that some EL2 learners are also challenged by a learning disability and require additional program adaptations.
Reblogged this on hungarywolf.
Reading is my favourite skill, as we see, listen to their inner voices reading language while they are learning ( personally, I prefer speaking of learning and not using the word teaching any longer as Internet has levelled as all, so Google is the real “teacher” ).
I define toy will not take up the course if you are going to speak of skimming and scanning… There thousands of web pages about that.
When the time come in the class for the reading skill, first I make them infer what the text is about and then we analyse special key words in the text and finally devote time for the exercises which is essentially a question of finding the phrase or words with similar meanings, or finding generally grammatical to insert a sentence that is missed in the text.
I tried to express myself as briefly as I could about this subject. And I repeat please… Leave out skimming and scanning….
I totally agree with you!!