Validating language experience approach

However, while L1 and L2 learners may both benefit equally from instruction based in the here and now of personal experiences, beginning L2 learners have not reached the same degree of oral fluency as their native-speaking counter-parts.This presents a challenge for applying LEA to L2 contexts since traditionally LEA assumes the learner has oral and syntactic fluency, as can be seen in the following quotation by Jones (1986): By converting the learner's own words to written form and using these words and sentences as the student's first reading 'text' … we can be assured that the learner is familiar with the vocabulary, the sentence structure, and the content encountered in beginning reading. 29)If the teacher is not able to engage the students in the type of oral discourse described above, then can or should LEA be used? I can read what I can write and what other people can write for me to read*.When the child is practicing reading his or her own story, respond to approximations or miscues, just as you would in any reading.

Some of the components of the LEA were used in the 1920s, and this approach to initial literacy has been more widely used for the past thirty years.With a better understanding of the theory behind the LEA, teachers can and should adapt the basic "dictate and read" procedure Dixon and Nessel propose to meet the needs of individual teaching and learning contexts.One such example is the more recent application of LEA to ESL instruction (e.g., Wales, 1994).The student dictates to the teacher his/her understanding of a particular topic selected by the teacher.The teacher then records the student's narration exactly as the student dictates it; after the teacher records the student's contribution, the teacher then reads it orally in its entirety.

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