Good Essay On Critical Literacy Assignment: Summary And Response

Summary and Response

The reading that is presented in Chapter 1, Factors Influencing Second-Language Literacy Development by Lori Helman presents a comprehensive insight into the aspects that should be considered when teaching English as second language learning. Helman depicts it as a road map for teachers. The author emphasizes the importance of learning to read and write for students and states four different frameworks that should be considered when teaching English to non-native speakers. According to Helman there are four main areas for language learning: "perspectives from linguistic, psychological, sociocultural, and educational frameworks" (Helman p. 3). From the linguistic perspective, each teacher should take into account the different obstacles that may arise in teaching phonology, morphology, syntax or vocabulary. Depending on the similarity of the student's native language with the English language the learning process may be easier or more difficult. The researches show that if a student thoroughly knows the grammatical structure of its own language the process of learning English is much easier. Socilocultural factors include the norms and cultures that the students originate from and the new, dominant culture that is presented in the classroom. In modern globlaized world, this is of big importance as because the migration of people is high and teachers frequently encounter with different cultural backgrounds, ethnical minorities, and majorities. In the majority of cases, teachers absentmindedly fail to take into account the cultural diversity that exists in the classroom and this may lead to difficulties in language acquisition. Even though psychological factors include the inner psyche and cognitive development of an individual, it cannot be analyzed without the outside factors such as culture and society. Finally, educational factors are factors that are applied to English teaching. As cited by Helman, "An overarching concept that unites these educational factors is opportunity to learn (OTL)" (Helman, p. 11). In order for a student to receive opportunity to learn, teachers need to be qualified and continuously improve their teaching skills. In short, the ESL learner needs to have good interaction with the teacher, clear instructions, the class needs to be carefully prepared, and the students need to continue to use the learned language in other activities.
This reading is connected with the reading Language Learning and Diversity written by Lisa Delpit and Literacy for the 21st century: A Balanced Approach by Gail E. Tompkins in the areas of educational framework that should be applied when teaching English language. Both readings emphasize the importance of cultural tolerance and diversity that exist in the relation student-student and student-teachers. It is important for teacher to be aware of the sociolcultural environment in the classroom. Tompkins states that culturally responsive teaching empowers students (Tompkins, p. 9) and Lisa also emphasizes the importance of being tolerant to different language styles that are a direct product of the immediate surrounding (family, culture) of a student. By being tolerant to cultural differences, a teacher can motivate students to adapt new language more effectively. The ability to recognize the need to let the practice prevail over the theory can be effective in a case when a teacher face up with a new classroom situation. The ability of a teacher to adjust to new classroom environment can be as equally important as the knowledge and methodology used in classroom. Even though in many cases, ESL teachers originate from European- American origin, they can adapt to different cultures in classroom including the marginalized social groups. Furthermore, if teacher's expectations are too high and do not consider obstacles that may appear due to differences that exist within students, the process of language learning may be sabotaged on purpose by the students. That is why it is important for every teacher to incorporate all the frameworks that are stated in the main reading and the students' motivation will be guaranteed resulting in effective language acquisition.

References:

Helman, Lori. Factors Influencing Second-Language Literacy Development
Delpit, Liza. (1995). Language Learning and Diversity. The New Press: New York. Retrieved from: http://www.d.umn.edu/~hrallis/courses/1100sp04/readings/1100pdfs/Delpit%20- Lang%20in%20Clsmr.pdf
Tompkins, A. Gail. Literacy for the 21st century: A Balanced Approach. California State University, Fresno. 5th Edition.