The Lexical Advantages of Narrow Reading for Second Language Learners
By Norbert Schmitt & Ronald Carter
According to the authors, integrating narrow reading in the early developmental stages of childhood is a crucial factor in language learning. Schmitt and Carter specify that reading should be a key component in most language learning programs. They explain how incorporating Narrow Reading into the syllabus can have a dramatically positive impact on the learner’s reading ability by encouraging the student to move onto more challenging readings. However, the authors do mention that maintaining the students’ interest is a key factor in determining ones motivation with regards to the readings, which is why it is important for teachers to allot a certain amount of choice to the students.
Moreover, the authors found that simplified readers are great tools for beginner students, but the students will gradually move onto rather authentic texts. In other words, Narrow Reading can be used as a stepping stone for students as they transition to these literary pieces. All in all, Schmitt and Carter found the results to be positive and recommend teachers to incorporate Narrow Reading into their course plans in order to promote students’ autonomy and interest in reading.
Schmitt and Carter’s opinion with regards to Narrow Reading have an impact on their writing style. Their “pro” Narrow Reading opinion translates itself into the text through their arguments as well as their text construction. For instance, the text is practically solely based on the benefits of incorporating this learning strategy into the classroom. However the authors do provide statistical elements in order to prove their case. In addition, the title of the article also conveys the essence of the text.
Strategy Used:
Describe the author’s point of view. How does the author’s attitude shape the way the writer presents the material?
mardi 15 novembre 2011
Narrow Reading
Narrow Reading
Schmitt, N. & Carter, R., The Lexical Advantages of Narrow Reading for Second Language Learners, TESOL Journal, v9 n1 p4-9 Spr 2000
When I read this article I was pleased to find the focus point of this strategy was making reading an enjoyable experience for ESL learners. It is important as future ESL teachers to make sure that the strategies that we use in class are varied and adapted to the multiple intelligences in order to meet the varied needs of the students. Through the use of authentic texts and varied learning strategies, I think that the author demonstrates that narrow reading can be a highly effective tool to use with second language learners as they learn to relate new concepts to their background knowledge. In addition, as ESL teachers we have an advantage...We can discuss many topics through the language, which makes it a lot easier to find varied topics for the various interests of the students. All in all, the I find that the author proves that narrow reading can be an interesting tool for ESL teachers to use with their students.
Schmitt, N. & Carter, R., The Lexical Advantages of Narrow Reading for Second Language Learners, TESOL Journal, v9 n1 p4-9 Spr 2000
When I read this article I was pleased to find the focus point of this strategy was making reading an enjoyable experience for ESL learners. It is important as future ESL teachers to make sure that the strategies that we use in class are varied and adapted to the multiple intelligences in order to meet the varied needs of the students. Through the use of authentic texts and varied learning strategies, I think that the author demonstrates that narrow reading can be a highly effective tool to use with second language learners as they learn to relate new concepts to their background knowledge. In addition, as ESL teachers we have an advantage...We can discuss many topics through the language, which makes it a lot easier to find varied topics for the various interests of the students. All in all, the I find that the author proves that narrow reading can be an interesting tool for ESL teachers to use with their students.
Encouraging ESL Students to Read
Encouraging ESL Students to Read
Roger W. Gee
Response Journal: Strategy One
This article presents ways to encourage ESL students to read. Gee mentions the importance of three factors to consider when teaching: tasks, materials, and environment.
According to the author, when considering tasks it is important for teachers to encourage and develop students’ positive reading attitudes. Gee notes that there are six important guidelines to follow in order to accomplish this. For instance, allowing students to make personal choices allow students to read up on topics of interest. In addition, students must take control of their learning process by interacting with their classmates in order to construct meaning to what they are reading about. Finally, motivating tasks will eventually result in consequences which can be measured through evaluations. All in all, the author states that when children are given the opportunity to take responsibility of their own learning through open tasks, it usually results in positive results.
With regards to the material, the author mentions the importance of competence and choice. In sum, teachers must find a way to adapt the reading material to their class in order to gain more benefits. It’s important to challenge children to a certain extent, and provide them with a variety of reading activities in order to keep their interest. For instance, teachers may choose to modify certain texts in order to cater to their class.
Environment is a key factor to consider when teaching. This factor can affect the interactions between the children themselves, their emotions, as well as their attitudes towards literacy. According to the author, teachers must make their role clear by demonstrating their collaboration and acting as facilitators. Furthermore, Gee mentions that an environment that encourages risk-taking and active participation. In sum, the environment should be physically comfortable and promote positive learning attitudes.
Samantha Bilodeau
Encouraging ESL Students to Read
Roger W. Gee
Response Journal: Strategy Two
The article written by Gee is an interesting piece which brought me to reflect on my past teaching experience, as well as my past teachers. The author notes the importance of three factors to consider when teaching: tasks, materials, and environment.
First off, when the author develops the importance of allowing students to participate in open tasks, I instantly thought of my favourite teacher when I was in elementary school. My grade 1-3 teacher (mixed classes) would give us many opportunities to make our own decisions with regards to what we were going to read. I loved when I could read what I wanted because it was sure to interest me. If I look back and compare to other teachers who would impose novels on the students, the open task format seems to be much more appreciated by the students, and have the most positive results.
Secondly, when the author mentioned the importance of using a variety of materials, and modifying activities in order to cater to the appropriate needs of the students, I immediately thought of my past learning experience and how I use it in my teaching approach today. When I was young, I had trouble staying focused for long periods of time. I always needed things to be hands-on or interactive. This is why my mother would constantly come up with ways to turn my homework into games. I was one of those students who needed lots of variety in order to learn. This is the reason why I teach the way I teach today. I tend to lean more towards an interactive and play approach when teaching because I always remember how hard it was for me to stay focused for long periods of time when I was a child. So I always try my best to change things up, and turn what would normally be more theoretical activities, into fun games during which students don’t even notice that they are learning.
Lastly, the environment is definitely a crucial factor in teaching. When I was a young student, I loved when the classroom was colourful and spacious. I also really appreciated when teachers put posters on the wall containing key words. Today when I walk into classrooms to teach, I always notice how the classroom is set up and how this directly influences the students’ behaviour. I have noticed that students need a certain amount of personal space and they enjoy when the classroom is set up with teams. I have also noticed that when teachers have a reading corner, students really enjoy it. I have seen classrooms with little nooks, or pillows for students to use during their “High Five” time, and this really has a positive effect on them.
Roger W. Gee
Response Journal: Strategy One
This article presents ways to encourage ESL students to read. Gee mentions the importance of three factors to consider when teaching: tasks, materials, and environment.
According to the author, when considering tasks it is important for teachers to encourage and develop students’ positive reading attitudes. Gee notes that there are six important guidelines to follow in order to accomplish this. For instance, allowing students to make personal choices allow students to read up on topics of interest. In addition, students must take control of their learning process by interacting with their classmates in order to construct meaning to what they are reading about. Finally, motivating tasks will eventually result in consequences which can be measured through evaluations. All in all, the author states that when children are given the opportunity to take responsibility of their own learning through open tasks, it usually results in positive results.
With regards to the material, the author mentions the importance of competence and choice. In sum, teachers must find a way to adapt the reading material to their class in order to gain more benefits. It’s important to challenge children to a certain extent, and provide them with a variety of reading activities in order to keep their interest. For instance, teachers may choose to modify certain texts in order to cater to their class.
Environment is a key factor to consider when teaching. This factor can affect the interactions between the children themselves, their emotions, as well as their attitudes towards literacy. According to the author, teachers must make their role clear by demonstrating their collaboration and acting as facilitators. Furthermore, Gee mentions that an environment that encourages risk-taking and active participation. In sum, the environment should be physically comfortable and promote positive learning attitudes.
Samantha Bilodeau
Encouraging ESL Students to Read
Roger W. Gee
Response Journal: Strategy Two
The article written by Gee is an interesting piece which brought me to reflect on my past teaching experience, as well as my past teachers. The author notes the importance of three factors to consider when teaching: tasks, materials, and environment.
First off, when the author develops the importance of allowing students to participate in open tasks, I instantly thought of my favourite teacher when I was in elementary school. My grade 1-3 teacher (mixed classes) would give us many opportunities to make our own decisions with regards to what we were going to read. I loved when I could read what I wanted because it was sure to interest me. If I look back and compare to other teachers who would impose novels on the students, the open task format seems to be much more appreciated by the students, and have the most positive results.
Secondly, when the author mentioned the importance of using a variety of materials, and modifying activities in order to cater to the appropriate needs of the students, I immediately thought of my past learning experience and how I use it in my teaching approach today. When I was young, I had trouble staying focused for long periods of time. I always needed things to be hands-on or interactive. This is why my mother would constantly come up with ways to turn my homework into games. I was one of those students who needed lots of variety in order to learn. This is the reason why I teach the way I teach today. I tend to lean more towards an interactive and play approach when teaching because I always remember how hard it was for me to stay focused for long periods of time when I was a child. So I always try my best to change things up, and turn what would normally be more theoretical activities, into fun games during which students don’t even notice that they are learning.
Lastly, the environment is definitely a crucial factor in teaching. When I was a young student, I loved when the classroom was colourful and spacious. I also really appreciated when teachers put posters on the wall containing key words. Today when I walk into classrooms to teach, I always notice how the classroom is set up and how this directly influences the students’ behaviour. I have noticed that students need a certain amount of personal space and they enjoy when the classroom is set up with teams. I have also noticed that when teachers have a reading corner, students really enjoy it. I have seen classrooms with little nooks, or pillows for students to use during their “High Five” time, and this really has a positive effect on them.
jeudi 10 novembre 2011
Narrow Reading
|
<- Norbert Schmitt
I found interesting that the author gives a lot of statistics. I was surprised to learn that the estimated number of words required for everyday oral ability is 2000 and 10000 or more for academic texts. However, the text says that we will be able to teach only a small percentage these words in class. The author is trying to promote narrow reading for ESL learners. He says that the probability of learning new words from any single meeting in context is low (somewhere
between 5% or 14% depending on various factors) I learned and realized that it is easy to
find interesting topics for ESL learners in newspapers. In addition, there are a lot of different stories in different newspapers about the same topic which help the learner to internalized new vocabulary more easily. This article is very interesting for ESL teachers and future teachers. The author always supports his ideas with statistics or good arguments. I found a close relationship between narrow reading and the MELS program: narrow reading is often associated with authentic texts. How could we disagree with him? :)
Strategy: Prompts (MELS program p.46)
Literature-Based ESL for Secondary School Students
The focus of instruction is on meaning rather than form and there is sufficient opportunity to engage in meaningful use of language in a relatively anxiety-free environment. The MELS program agrees with this statement. To learn, students should be in an anxiety-free environment. Then, the students feel more comfortable to talk and exchange. They also feel more open to learn new element of the language. However, they learn in a meaningful context and the form that they have to learn should be included in the context.
The authors also add that in a literature-based classroom, activities center around the authentic texts that students read. Again, as the MELS program suggests, if the task is meaningful, it should be in authentic text. Students should learn in a real-life context.
In addition, narrow reading helps students develop familiarity with a particular literacy style or format and allows them to concentrate on the meaning of the text. In fact, with practice everyday tasks become easier. The same phenomenon happens here: the more practice the student has with a particular type of book or author, the more the learner will understand and pay less attention to the format. Then, he/she would concentrate more on the meaning. Finally, when literature is read aloud students can experience the color and flow of oral language. Imagination is a powerful creator of images. When the literature is read aloud, the students grasp the meaning as well as learning the pronunciation. They just focus on meaning. Consequently, they can imagine the situation and internalize the meaning more easily.
STRATEGY: Make connections with other texts or concept or events. Do you see similarities between this text and other texts (concepts, events)? Does it bring mind other related issues. (I used few passages from the text with this strategy)
I agree that literature-based instruction is beneficial for the students. Indeed, they feel more comfortable coming to class because they know that they will read or hear a story. Part of their time in class allows them to listen or read authentic-texts that interest them in a stress-free environment. In addition, it makes them explore many themes and enlarge their own culture. Content of the syllabus should always be meaningful of the students in order to motivate them to learn and get their interest. As future teacher, we need to pay particular attention to what we would include. The book that we choose should be appropriate for the level or the students and should be meaningful for them. We also need to try to choose materials that are interdisciplinary in order to enlarge our students knowledge of the world.
STRATEGY: Make connections with your own experience. What does the reading make you think of? Does it remind you anything or anyone?
vendredi 28 octobre 2011
Response Process
I agree that students need to be motivated to really enjoy reading. It is important to continue to encourage better readers as well as weaker students to start and continue to read in their L2. However, I am concerned about the 6 strategies that the author gives us. Even though we give our students many choices, challenge, control etc. I think that weaker and less skilled students will not be interested in reading. In addition, what if a student does not want to read, and is excellent in reading comprehension as well as in reading in their L1? Another strategy is about designing projects. It is a very good strategy, but what if you see your group once a week? Finally I agree that many L1 readers would also read in English: they like to read, either in French or English.
The article talks about real life material, like catalogues and magazines which refer to authentic material that the MELS program is constantly talking about. I remember myself in high school. I was always unmotivated by the readings because they were in textbooks, without even bright colour and not authentic at all. I would have preferred to read in a magazine and write a summary or present something about it. It may have motivated me to read in my L2. However, the truth is that I was not very motivated to read in L1 either. I totally recognize myself in this article. However, I was not weak in English. The content and topics of the readings were not just appealing to me. I would always remember one of my elementary school teachers (long time ago!) who showed us the first version of Harry Potter. I don’t know why I remember that moment, but he did his job. Latter, when I heard about this book and its popularity I started to read it and bought other volumes in English to read it faster. Thank you Mister C!
mercredi 26 octobre 2011
The Lexical Advantages of Narrow Reading
It is not the first time I read about narrow reading, and I agree that it can be useful for second language learners. Reading in a second or foreign language is demanding. I believe one needs to be in contact with any aspect of a language over and over before he or she can remember it. When one reads several texts around a similar topic, that person gets in contact with the topic’s content words repeatedly. In the text, they say that “multiple exposures to recurrent words should facilitate vocabulary learning” (p.2.16). In other words, learners get to learn and acquire the content vocabulary because they see it recurrently.
Moreover, they become more competent at reading on that topic, therefore developing confidence in their reading abilities. That could also have to positive effect of motivating them to read even more. On top of learning content words and gaining competence and self confidence, they also continue to acquire function words (article, prepositions, etc.).
Finally, if students choose the topic of their narrow reading, they should be motivated to read. However, an imposed narrow reading topic might be a bad idea… A student who is not interested in a subject might find it quite unpleasant and amotivating to read on that subject for a long time.
Moreover, they become more competent at reading on that topic, therefore developing confidence in their reading abilities. That could also have to positive effect of motivating them to read even more. On top of learning content words and gaining competence and self confidence, they also continue to acquire function words (article, prepositions, etc.).
Finally, if students choose the topic of their narrow reading, they should be motivated to read. However, an imposed narrow reading topic might be a bad idea… A student who is not interested in a subject might find it quite unpleasant and amotivating to read on that subject for a long time.
STRATEGY: Agreeing / arguing with the author
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