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Literature, reading, writing, and ESL: Bridging the gaps. Yang, G. American born Chinese. Gemma Open Door specializes in publishing works for ESL learners and young adults with developing literacy skills. Kamata has created a text with appeal to young adult learners of a similar age to the young female protagonist. In this short Literature in Practice article, I aim to provide an explanation of why I chose an ESL reader instead of an EFL one, my reasons for choosing to read this story aloud to the class, and an outline of my creation of classroom activities.
Keywords: authentic stories, reading aloud, live reading, lexico-grammar Description of the Teaching Context For several years I have had my second year students in General Education classes listen to a live reading of a single story each week, and followed it up with listening to an audio-book for homework. English is a required subject for first and second year students in all faculties and no previous experience of extensive reading is assumed.
Teachers are free to determine their own assessment criteria. My assessment criteria consist of weekly listening tests, a final test, and a weekly homework assignment of listening to audio-books and either responding to the quizzes or completing written responses to the text.
This year I was assigned a class of first year Science students. I hoped the focus on a single story, set in a familiar location, would provide them with continuity over the semester. Besides its obvious communicative function, language can also be appreciated for its aesthetic function Cook, ; Hasan, The gradual transition in English language teaching in Japan from the translation of literary works to communicative English has arguably led to the tendency to neglect the aesthetic domain of language.
Nevertheless some have argued in favour of introducing literature to English learners. McNabb describes the kind of English found in textbooks as caretaker English, and contrasts this with the value and prestige accorded to literature p.
An EFL graded reader is suited to solitary reading because less scaffolding from the teacher is required to understand the content; I typically have students read graded EFL audio-books for homework. As Murphey explains, the benefits of the interaction between the teacher and students that occur during an actual class outweigh those obtained when passively reading outside of the class.
I anticipated that I would be able to provide the necessary scaffolding for students to understand this text during a live reading. I did not have the students passively listen to me read, but rather required them to actively respond as I read aloud, as I will explain.
Arguably, silent reading is more suited to proficient readers than English learners. Nevertheless the mnemonic of English orthography cannot help English learners recall the intonation if they are not familiar with it in the first place. In order to scaffold reading, and because of the barriers posed by differences in the orthographic systems of Japanese and English, Isozaki urges teachers to supplement reading with listening to audio recordings. She recommends variations to this technique such as reading-while-listening, having learners control the pace of their reading and listening, and having the option of reading and listening simultaneously or separately.
Wood recommends reading-while-listening, and listening before reading. He urges teachers to experiment with different ways of implementing these activities, because the field is still emerging. Cheetham recommends going beyond bimodal input. He explains the 33 neuroscientific basis for providing language learners with multi-modal input, in contrast to simply having them read silently.
Learners benefit from supplementary input such as observing faces and gestures while listening, and reading while listening. Reading aloud to the students permits the teacher to add eye contact, gestures and an interpersonal dimension to the delivery of the story. Another limitation of silent reading is that the writing may lead to assumptions about pronunciation which do not match the actual pronunciation Field, , Milton et al.
The act of silent reading in L2 English will not sensitize the readers to the ways in which the pronunciation of words changes according to the contextual sounds. Reading aloud delivers additional input and provides a kind of scaffolding to make the text easier to follow. Many other theorists informed my decision to provide a live reading to the students. Thornbury explains that learning is not just a cognitive but also a social practice, and that linguistic as well as paralinguistic features characterize the interaction between the people in the room.
I speculated that the embodied practice of delivering a live reading would provide more benefits to the students than having them listen to an audiorecording. Inspired by these writers, I conducted my own research, and confirmed that many of my students prefer listening to a live reading as a group, to listening to an audio-book for homework Stephens, Encouraged and informed by their feedback, I have maintained the practice of reading aloud to my students in compulsory English classes.
Kamata described the bus trip from Shikoku to Osaka, crossing the bridge over the whirlpools of the Naruto Strait, Awaji Island, through to the metropolises of Kobe and Osaka. I was relieved to be able to provide a story situated in a setting so familiar to many of my students. As Lilia is multiply disabled, Kamata was worried about the exertion required to push a wheelchair around a big city, and even having to carry her.
As I read this chapter to my students, they were captivated by the determination of a parent to ensure her daughter did not miss out on cultural pursuits that ablebodied people take for granted. Encouraged by the success of the trip to the Kusama exhibition, Kamata prepared to take Lilia on another trip, this time to the islands of the Inland Sea. She detailed the difficulties inherent in traveling in a wheelchair that few of us would ordinarily consider, such as pushing a wheelchair in the rain.
When Kamata and Lilia were on the ferry from Takamatsu to Naoshima, Lilia stayed in their car in the bottom of the ferry, unable to ascend the stairs to the deck. Nonetheless, the story was not a litany of complaints but an account of how to unflinchingly tackle hardships.
Later the story covered a trip to another island in the Inland Sea, Shodoshima, renowned for its olive production, and its friendship with the Greek Island of Mykonos. Another literary figure in Shikoku, known in the story as Wendy, joined Kamata and Lilia for the tour of Shodoshima.
The story finished on a poignant note when Lilia announced that the next time she visited the island she would come with her friends.
Early in my career in Japan I understood that fostering listening comprehension of both details and gist warranted my attention. I continue to derive inspiration from these classic texts and have used some form of dictation in every General Education i. Synonym replacement exercise. The advantage of this technique was that it promoted attentiveness as students intensely concentrated on simultaneously processing the written and spoken texts.
Arguably there are no true synonyms, because every word has been chosen by the author purposefully and no word is used randomly. Illustrating the storyline. Another post-reading activity was for student pairs to produce a six to ten depending on the time available picture comic of the chapter.
Furthermore, Nagatomo , p. Instead of having the students respond to comprehension questions I had them create a picture comic.
All of my students produced high-quality illustrations which quickly alerted me to their level of comprehension. As I observed their illustrations of the neighbouring Awaji Island, and Naruto whirlpools, en route from our city to Osaka, I was gratified again to have been able to provide them with an English-language story set in such a familiar location.
Figure 1 is a sample of student work, based on the section of the book describing the journey from Shikoku to Naoshima. The students took about twenty minutes to produce the picture comic. Figure 1.
Nuttall , p. She recommends beginning with a top-down approach and then moving between that and a bottom-up approach as the need arises.
The act of reading a story aloud conforms to the top-down approach, but it can be usefully supplemented with bottom-up activities such as focusing on collocations. I have found knowledge of collocations to be an area which merits attention in all of my classes, so used the book as an opportunity to draw attention to them.
I highlighted several collocations in each of the chapters we were reading, followed by quizzes to prompt students to memorize them, in the hope that they could draw on them in the future, rather than translating from a Japanese collocation. The purpose was to have students focus on natural collocations in an unsimplified text.
The sample of student work in Figure 2 below features a list of collocations from the chapter covered on that particular day, accompanied by illustrations. As with the picture comic, it was hoped that the students would make a direct connection with the collocation and the image instead of devoting their time to producing an accurate Japanese translation. I passed along a collocation to the first in the queues, and they whispered them along the line to the last person, who wrote them down.
When they finished the last person came to 38 the board and wrote the collocations there. The team with the most correctly spelt collocations was the winner.