Important factors for selecting and evaluating reading materials for ESL are the following: interesting depictions and topics, appropriateness for the grade and language proficiency level plus a little beyond, material that can accomplish many objectives at once, generation of higher level thinking discussion, and metacognitive skills and BICS and CALPS supported.
Choosing reading material that has engaging pictures and is interesting and relevant to students is so important because students who are interested will be more apt to interact with the material through reading, writing, discussing, acting out, paired and group work, art, etc. One way to do this is to make sure that the material can be connected in some way to ELLs’ previous experiences. By doing this a teacher can build background knowledge starting with something familiar to the student.
By ensuring that materials are a little beyond the ELL’s proficiency level, or in the zone of proximal development, opportunities for language growth and small challenges can be built in, while still keeping the material at the appropriate level so students experience as little frustration as possible. This will also serve to sustain student interest because the ELL will experience success which can motivate learning.
It is important to incorporate other subjects in reading materials for language instruction because of the many objectives that must be accomplished. It can also make the reading material interesting. For instance, a narrative story about the experiences of a Walrus calf preparing to join an adult herd can bring facts in a textbook to life. By using cross curricular materials, CALP is supported within the text of an interesting story, and BICS is supported when the ELLs discuss and work together on projects to promote literacy and oral language use.
Higher level thinking discussion is a worthy goal for any lesson, however, an ELL has to first comprehend the basic vocabulary and text. Once this is accomplished, a carefully selected text can encourage discussions using comparison/contrast, predictions, inferences, judgments, and conclusions.
Materials that encourage the use of metacognitive tools and BICS and CALPS are valuable and important factors to consider. Pictures that clearly portray the action or plot of a story, background information, and vocabulary that builds oral communication and academic language should be present in a quality piece of literature to scaffold the ELL in comprehension and higher level thinking.
All of these factors described are also ways to promote literacy in ELLs. In addition, literacy is supported by quality paired and cooperative group projects. The projects need to incorporate interaction, oral language, vocabulary practice, reading, and writing. One of my favorite methods from this class is Reader’s Theater. There is value in reading and re-reading text, as well as practicing a speaking part in a group to present a dramatic story. This is also a fun and engaging activity, except for the very shy ELL or a newly arrived ELL who is experiencing the silent period. One way to differentiate for a beginner is to place him/her with an experienced group that will assist the ELL in Reader’s Theater and assign him/her a level-appropriate job, such as holding pictures or pointing. Another consideration for the teacher is delegation of roles within the group to ensure accountability.
There are many factors to consider when selecting materials and methods or strategies to promote literacy and oral language in ESL. Ultimately, the material and strategies have to work with the students’ proficiencies, learning styles, and personalities to create a low-stress language learning environment.
