For this inquiry blog, I will be exploring various reading strategies for adolescent ELLs to use when reading content-area literature. I believe this is important, as ELLs often struggle with content area literacy and learning. We have learned in TESOL methods that ELLs have a hard time with things like academic vocabulary; and the intense load of learning a new language, a new culture, and new content material all at the same time can be rather overwhelming. I wish to discover ways to help my future students navigate content area texts in order to have higher success rates in content area classes.
First, I already know a bit about reading strategies. I know that pre-teaching key vocabulary terms and re-reading the text are both useful strategies. Much of what I know at this point are strategies for elementary ELLs. Some of their strategies include reading text aloud, processing it in groups, and creating visual representations of the text. While some of those strategies, along with the use of graphic organizers, could probably transfer to adolescent education, I believe there are strategies out there that will be especially beneficial to older ELLs. I do also know that, as hinted at above, ELLs struggle with content area knowledge and literature, and those are often areas where success could have great impacts on what these students choose to do with their lives.
I would most like to learn reading strategies for ELLs to use in adolescent content area classes. I also have the following questions: How can I use these strategies in my own classroom? What are some examples of practical implementations of these strategies? How might these various strategies positively impact my students’ experiences in content area classes and what might those positive experiences mean for their futures?
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