How to Integrate Literacy in ESOL

Traditionally in the teaching of ESOL (English for Speakers of Other Languages), educators put the learning emphasis on oral language development rather than literacy skills. Recently ESOL teachers have been attempting to integrate literacy with ESOL instruction. In the 1990s, researchers began studying practical ways to include literacy in the ESOL classroom. The steps to integrating literacy into the ESOL classroom are assessment, planning, reviewing, instructing and eliciting response. (Reference 1)

Instructions

    • 1

      Assess you students to gain an understanding of their literacy level. One traditional approach to assessment of literacy is the cloze approach. Prepare a passage of around 250 words from the middle of a text unknown to students. Leave the first and last sentences intact, but delete every fifth word starting from the second sentence. Ask students to fill in the deleted spaces with an appropriate word. Assess the students by calculating the percent of suitable words chosen by the students. From this, you can better know your students' weak areas.

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      Plan your course's focus. In your lesson plans, you should plan around your student's literacy weak points. Each lesson should focus on improving a certain problematic area found on the assessment. Plan for as far ahead as possible.

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      Warm up and review. At the beginning of each class, warm up by reviewing past material. A warm-up activity does not need to be longer than 15 minutes. One example of a warm-up activity that helps students review literacy skills is to instruct students to type or write sentences using a literacy concept from the previous class (e.g. adverbs of frequency or pronounce use).

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      Instruct students on a new literacy concept. This concept should be one from your lesson plan for that day. Instruct as you would for any non-literacy class, but emphasize use in writing. Show examples of how native speakers would use such a concept.

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      Elicit response from students. Students should be able to use new concepts after instruction. You should ask students to give examples of using a certain concept. If you want more structure in eliciting response, you can prepare some example problems before class which you can ask students. To maintain focusing on literacy integration in class, require response to be written or typed (i.e. call students to the board or switch the main class monitor to student's computer monitor). For a concrete example, imagine you are teaching conciseness. You could give examples of wordy, redundant sentences and ask for students to make these sentences concise.

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