Language Learning in the Lower Grade Classroom

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Peregoy and Boyle (2013) show, both native English speakers and ELLs undergo the same reading/writing processes when developing these skills, as both come to a gradual understanding and ability to read and write. Social interactions are a major key in assisting the development of these skills, so any classroom organization should be based on the idea of promoting social interaction among the students, whether young or old. Thus, desks could be close together or replaced by tables, where groups of students share space; or chairs could be arranged in circles or clusters to facilitate interaction. I would also use signs on the walls that promote vocabulary words, sentence structure, grammar with pictures and diagrams that illustrate the concepts stressed in class. Thus the surroundings would constantly reinforce what the students are learning, and be updated appropriately. Moreover, the visual aids should offer cues to activities and concepts that they are familiar with, whether themed for holidays, cultural events, or basic universal/social activities that are age-appropriate. These will help the students (especially younger ones who have never been in a class before) to feel more comfortable in the new surroundings, as they will see things that they recognize, whether it is a picture of a fire truck, a swimming shark, basketball -- everything is fair game because all students come from the outside world and have tangible connections that can be exploited for the sake of drawing them more closely into the class.

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Students would begin reading and writing after reviewing basic connections with words, speaking the words and identifying the words by pictures and activities. Just as native speakers begin with books that are simple in the sense that they depict pictures and the words beside them which are read aloud by an adult, then they progress towards sentence books and then to learning to write (all the while learning the alphabet and how to spell), so the same methods may be employed with young ELLs entering the classroom for the first time. The first priority, however, would be to develop oral language skills and phonetic pronunciation so that the young learners can hear the words, the language, and make connections between what they hear and what they see. This builds confidence as they gradually become familiar with the language.

The activities I would use to promote literacy development would be oracular activities and socializing: I would challenge….....

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