Edigar Part 1 of 2: Teaching Children Literacy Skills in Another Language

As we are al aiming to become enlightened mentors it is crucial that we face the misconceptions, strategies and areas that are often overlooked when working with an ELL student. Edigar’s piece points out multiple components of the English language learning system that should all be considered when teaching.
The Six General Components Skills are as follows:
1.Automatic recognition skill 2.) Vocabulary and structural knowledge 3.) Formal discourse structural knowledge 4.) Content/world background knowledge 5.) Synthesis and evaluation skills/strategies and 6.) Metacognitive knowledge and skills monitoring
These skills assist in allowing both students and teachers to have a positive learning experience when considered. Edigar points out that these skills help a child to enhance his/her reading and ultimately ends up developing more comprehension components within the child’s reading skills. Some skills such as making predictions, confirming and rejecting predictions, rereading for better understanding, and calling upon strategies when something does not make sense are often derived from these components. So in terms of the educator it is his/her job to confirm that there is a reliable and effective reading program in play in his/her classroom. Edigar points out that without an effective, reliable foundation within the classroom there is less hope for successful readers. In my opinion, Edigar seems to stress the idea of creating habits to enhance literacy (i.e. rereading, looking up unknown words, etc).
Before these components are approached by a teacher and student one must consider multiple elements, assumptions and aspects that are often overlooked when beginning to teach and ELL student. First of, it is important to note that there are both similarities and differences within each L1. In my opinion it is important that we try to recognize the similarities to probe off of, but more importantly point out the differences to allow the students to see that differences are present and create a system within their memory on how to compare the two types of literacy. Another vital aspect Edigar points out is that many of us often overlook the difference between academic and social language. Social language is often learned first and should not create any assumptions on where the child should be within their academic oral and written skills. However, we must consider the thought that language also develops through readings, so having a book with some unknown words may be appropriate. Lastly, as teachers we must pick appropriate reading materials that appeal to the age level. Edigar states that a common error is this area is when teachers pick too childish of a book for an older, lower level reader.

1.) Pictures go with texts 2.) Read from left to right 3.) Words separate from one another 4.)Punctuations have separate meanings 5.) Written language has different rules than oral language.

*By taking these into consideration before we begin teaching the components listed above our students will develop a greater foundation for English literacy.
Task Questions: 1.) In your personal opinion, would focusing on oral or written language first be easier to develop the other (for example, teaching oral language should be focused on first to develop written language). 2.) Of the six components listed above, which is the most crucial in literacy development, and why? 3.) In field experience within MSU courses have you seen (at least one of) the common assumption listed play a role in your teaching and/or a students literacy misconceptions?