Building Fluency for Struggling ELLs
The Benefits of Using Motivating Text-Based Instruction to Support ELLs
Apr 25, 2009
Text-based instruction is used as means for teaching and assessing to what degree students are able to access information. Yet, many struggling English language learners, especially those in the upper elementary and middle school grades, have trouble making word and text-based connections successfully – something their native English speaking peers are able to do more with ease. When used to support fluency, a motivating text will not only enhance comprehension but expand students' vocabulary as well.
Use Motivating Texts Based on Interest and Topic
Interest and topic are key when choosing a reading text. Motivating struggling English language learners to read involves expanding their knowledge on topics they enjoy reading about. As Richard Day points out, relating to student interests has serious implications for facilitating second-language acquisition. (Day, 1994) In addition, there are some reading texts that are socially and culturally removed from their world. Therefore, the choice of a reading text is important to building fluency with struggling English language learners.
Teach Visually Appealing Texts
Day also points out that the appearance of a reading passage such as layout, print, type and size all affect readability and motivation. A shorter text, for example, increases the students' focus and the text's readability. Paragraphs in each text should be clearly defined. The font should be clear and attractive.
Use Easy to Read Texts for Struggling K-2 ELLs
For building fluency of the struggling English language learner just learning to read, texts should contain easy to read vocabulary. According to Elisheva Barkon, "in the early stages of teaching foreign language and second language reading, learners are learning to read not reading to learn. In other words, they are learning how to identify words automatically, accurately and rapidly. To that end, they need practice with easy texts where all the words are familiar so that they can develop sight vocabulary" (Barkon, 2007). The more challenging the text therefore, the less motivated an English language learner will be to try and understand it.
Teachers should make it their number one goal to create a meaningful language learning experience for their struggling English language learners. By using motivating texts that are primarily based on interest and are visually appealing and easy to read, it is easier to evaluate and monitor their fluency in terms of comprehending the deeper meaning of a reading text.
Works Cited
Barkon, Elisheva. "Insights from Research on Reading," English Teacher Association in Israel (ETAI) Presentation, 2007.
Day, Richard R. "Selecting a Passage for the EFL Reading Class," The English Teaching Forum, 32:1, 1994.
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