Encouraging ESL Students to Read

Connections between two texts:

When I was reading Robert Gee's text, I began to think of another text seen recently in our Children's Literature class, entitled Literature for the Youngest, by Barbara Stoodt-Hill and Linda Amspaugh-Corson (2001). Although these texts explore different aspects of litteracy, both stress the importance of having a positive attitude toward reading and are concerned with the readers' environment. Moreover, both texts address the affective aspects that should be part of a reading experience. The "emotional involvement" that emerges from the literary experience is important in the native language as well as in second language reading. The cognitive process that is part of a reading experience is explored in various ways:" prediction, responding, wondering, and looking for more information". If the parent or caregiver has a responsability in a child's early literary experience, an ESL teacher definitely has a responsability in presenting them appropriate material ( rhymes, pictures books, stories, etc ) and in sparking the light.

Barbara D. Stoodt-Hill, Linda B. Amspaugh (2009). Literature for the Youngest, in Children's Literature: discovery for a lifetime. Boston: Allyn &bacon/Pearson.

The selection of reading material: Easy books, why not?

Encouraging ESL students to read is one thing, but selecting material for the students cannot be done absentmindedly or carelessly. "The selection of reading material also involves the teacher in matters of both competence and choice". Providing easy books, even baby books, can help for introducing learners to a second language. I was doubtful myself about the interest of 6 to 7 year-old children in early youth books until I did my practicum in a primary school. I observed how the children enjoyed the rhythm, colors and predictable patterns of Eric Carle's The Very Hungry Caterpillar. Another example is the serie I Can Read (Beginner Books) which younger ESL students can read. Go, Dog, Go by P.D. Eastman or other books by Dr. Seuss are some examples amongst others. When they listen to, repeat and read easy books with their lively illustrations, students perceive themselves as competent. They gradually acquire new vocabulary and concepts. Interestingly, Robert Gee mentions that his new students sometimes do not know what they like to read. This underlines the importance of the teacher's role in providing a wide selection of books or e-books. An ESL teacher could also suggest some reading material to be bought by the schoolboard's librarian in order to build or add on to the the school's library English section.