Assignment 1: Making It Happen p. 132-136
Learning to Read in the First Language
Students that are literate in the L1:
If the L1 is similar to the L2, more language transfer will occur.
If the L1 is not similar to the L2, positive transfer will be limited.
o Learning to read in the L1 is very important to developing L2 proficiency
o Students may be slow readers because they are not familiar with the alphabet.
o Fosters empowerment by encouraging the students to reflect back on the skills they have
gained in their L1.
o Students that are proficient readers in their L1 can apply the literacy knowledge and
understanding when they are learning to read in the L2.
o It is often difficult to adapt lessons in multicultural classrooms.
Students that are not literate in the L1:
Introduce students to the written form of their L2 in much the same way that the other students
are introduced to it. (e.g. reading simplified books with the class)
Allow students to develop their skills in the L2 (listening and speaking) before they are taught
how to read in the L2.
o Focus on the symbolic nature of language
o Expose students to multisensory input to develop a rich visual and kinesthetic
o Reasons behind the student’s illiteracy should be considered.
o Illiterate students should not be expected to perform on the same level as their peers.
o Overall learning progress may be hindered if they are not familiar with the written word.
Vocabulary learning can be intentional or incidental.
Aspects of knowing a vocabulary item
o Form how it’s spelled, how it sounds, what its parts consist of.
o Meaning link form and meaning, know the concept it represents, what it refers to,
other words it is often associated with.
o Use the part of speech, the typical sentence patterns it fits into, informal vs. formal,
polite vs. rude, who usually uses it, whether or not its use is restricted.
Students should be