TESOL 2014 in Portland, Oregon: Phonics in English Language Learning Contexts

I'm currently attending the TESOL 2014 conference in Portland. It is common each year I attend to recognize "themes" or areas of growing interest based on the presentation topics and the number of attendees drawn to each presentation. One of the popular areas of interest I've noticed at this conference has been phonics as it relates to language competency and enhancing learning in various language skills.

I attended a session yesterday by three TESOL graduate students from Florida State University. They presented on the use of an explicit phonics program over the last year in their Intensive English Program at FSU. I was happy to see that the results of their implementation have been positive.

ELL-U Online Discussion: Interactive Reading Strategies for Emergent ELL Readers (Part 2)

Welcome to Part 2 of the online discussion hosted by ELL-U. 

To join the Online Discussion:

1) Watch Part 2 of the webinar below.

2) Post your responses on ELL-U at http://www.ell-u.org/forum/viewthread/279/.

3) Visit ELL-U before May 3 to view others’ feedback and participate in the online discussion.

4) Watch Part 1 of this webinar on www.ESLtrail.com at any time to review.

The objectives of the webinar are as follows:

Part 1:

• Provide examples of bottom-up, top-down, and interactive strategies for teaching L2 reading.
• Offer rationale for the use of explicit, systematic bottom-up strategies instruction.

Part 2:

• Discuss the role of students’ phonemic and phonological awareness.
• Provide practical methodology and approaches to teaching bottom-up strategies in L2 reading.

Self-reflection Questions:

1) Was there at least one strategy you learned in this webinar that you didn’t know before?

2) Which bottom-up  strategies would you like to implement?

3) When would be an appropriate time to implement bottom-up strategies?


Join the Online Discussion  here!

Sources

Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

Anderson, N. J. (2003). Exploring Skills: Reading.  In D. Nunan (Ed.), Practical English Language Teaching (pp. 67-86).  New York: McGraw-Hill.

Birch, B. M, (2002).  English L2 Reading:  Getting to the Bottom. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Carrell, P.  (1993).  Introduction: Interactive approaches to second language reading.  In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading  (pp. 1-7).  Cambridge, England: Cambridge University Press.

Eskey, D. (1993).  Holding in the bottom: An interactive approach to the language problems of second language readers.  In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 93-100). Cambridge, England: Cambridge University Press.

Nunes, T. (1999).  Learning to read: An integrated view from research and practice.  Dordrecht, The Netherlands: Kluwer.

Teaching English to Emergent Adult Readers

Teaching emergent adult readers presents unique challenges, including knowing which fundamental skills to teach and how to appropriately deliver these skills in ways that are accessible, practical, and motivating. Adults who lack print literacy also lack essential pre-literacy skills, including phonemic awareness and phonics skills (Gombert, 1994; Kurvers & van de Craats, 2007; Vinogradov, 2010; Young-Scholten & Strom, 2006). These adults may be able to name the letters in a word, but they are often unable to assign correct sounds to the letters, combine them to decode the word, or attach meaning to the word (Vinogradov, 2012). This research suggests the critical need for teachers to provide explicit phonemic awareness and decoding instruction in their classrooms (Evans, 2008; Trupke-Bastidas & Poulos, 2007).

However, since reading is more than simply knowing the alphabet, how do teachers know which fundamental phonemic awareness and decoding skills should be taught and how to implement these fundamental skills with limited instructional time? Teachers need to be equipped with a toolbox of teaching strategies that can be employed to effectively address the varying needs of their students, as well as be provided with a framework to know how much instructional time should be spent to develop these skills.

Visit my teaching tips page for specific strategies that can be taught to students in adult education contexts (or students learning to read for the first time). Visit also www.phonicstraining.com for free access to an online teacher training workshop.

Success Despite Dyslexia

Dyslexia has traditionally been defined as a difficulty learning to read despite intelligence, education, and motivation. Last month I had the opportunity to attend the International Dyslexia Association Conference in Baltimore, Maryland. I had the privilege of sitting next to Sally and Bennett Shaywitz in a session on Neuroscience and having a pleasant conversation with them. I also had the privilege of speaking with them again after the showing of a new documentary in which they are featured about dyslexia: “The Big Picture: Rethinking Dyslexia.” This film features several individuals who have been able to overcome dyslexia and find success in life despite their challenges with learning how to read. The film is quite inspiring.

As I watched this film, I was reminded of why I do what I do--that the work in which I am engaged is quite significant...teaching individuals how to read, helping them to discover new hope and increased confidence. I was reminded that there are many of us in the world engaged in the same significant effort--to help people learn to read. It's very rewarding work. (Read a great article about dyslexia by Sally Shaywitz here.)

With this lead in, I thought it was time to provide an update on my student in his sixties who I am teaching to read. We've been working together for about a year now. Since he and I first started working together, he has begun reading simple texts. Yesterday when I was working with him, he asked out of the blue, "You're not going to give up on me, are you?" Everyone else who has attempted to teach him to read before has given up, quite possibly because they did not see success in their efforts working with him. He has some pretty intense learning disabilities that have prevented him from learning to read and spell. I assured him that I won't give up on him. He also told me that I have taken him 100% further than anyone else has ever been able to before. Of course, I attribute his success to the method employed...Reading Horizons. When he is reading and he gets stuck on a word, he knows that he needs to decode the word using the strategies he's been taught. I told him that it's time to start writing his story. "What? How a mixed up kid learned how to read?" he questioned with a smile. I am proud of him for his efforts. He is hungry to learn. He finds great joy in small successes...being able to spell and read words independently, which is a skill most of us who have never struggled with reading have taken for granted. Explicit, systematic, sequential word analysis skills are helping individuals with dyslexia around the globe learn to read, as suggested by current research. I'm witnessing that right now with my friend.

(See previous blog posts about my tutoring experiences here, here, here, and here.)

A Need to Promote Literacy: The Cold, Hard Facts

Here is an infographic designed by the Marketing Department at my employer, Reading Horizons. The information was derived from a blog post I wrote a while back regarding what the research says about the need for literacy instruction among adolescents and adults. (See the blog post here. See also an adapted post on the Reading Horizons company blog here.) This graphic provides a chilling visual of the great need to promote and provide literacy instruction. These statistics stimulate in me a desire to do more. I have some plans. Stay tuned...

International Literacy Day 2012

Tomorrow, September 8, 2012, marks International Literacy Day. With Literacy being a passion of mine, and having taken the opportunity to post in years past on family literacy, I wanted to take the opportunity to acknowledge this day of literacy as it has become customary for me to do so. Last year, I posted about my recent experience of working with a gentleman in his sixties embarking on his "journey to read."

I met with him just yesterday, and he is decoding and spelling words like he has never been able to before. I do not attribute his success to my teaching, but rather the explicit, systematic, sequential strategies he is being taught. He said yesterday that "no one has ever been able to get [him] this far"...and he has had several attempt to teach him over the years.

To commemorate this day of literacy, there are several ways to get involved and assist in literacy efforts. I've posted a few ideas in the following two posts:

Adult Education and Family Literacy Week 2010
Adult Education and Family Literacy Week 2011: Teaching Struggling Readers

Here are a few other blog posts that share my thoughts about and experience with literacy. I invite you to consider the needs of those in your own communities and ponder how you may be able to assist.

On the Journey to Read
On the Journey to Read: Part 2 (Adult Literacy and Teaching Struggling Readers)
Teaching the Homeless to Read
How Do I Teach Literacy?
How Do I Teach Literacy? (Part 2)
The Value of Literacy
Lessons Learned from Life
ESL Literacy - A Tibetan Student's Autobiographical Poem
Thankful for Literacy
Success Stories in Learning to Read

I will also mention here that I will be starting a series of literacy training videos on a YouTube channel in the next week or two. (See my posts on Using Video to Provide Free Education and  Free Online Videos for the ESL and ELL Classroom.) Stay tuned to future posts!

Success Stories in Adult Literacy

I have blogged before about my experience tutoring a gentleman in his 60's who is learning to read for the first time. (See my blog posts here, here, and here.) As many of my colleagues and associates are aware, I have developed a passion for literacy--especially adult literacy. I love hearing success stories of individuals who have overcome the monumental obstacles of illiteracy and who are now confident and productive members of society. I recently heard a Canadian radio interview with such an individual who is a recipient of a literacy award. He is a father and a cancer survivor. He mentioned using the Reading Horizons program to help him learn how to read, which is the software program I helped to author. It is stories like these that remind me of why I do what I do. 

Listen to the interview here. 

See videos of other inspiring success stories here.

Opening Doors to Literacy in New York City Public Libraries

Last fall I conducted a literacy training for literacy and English as a Second Language teachers and tutors in the Bronx. (See my post about it here.) I recently returned to New York City where I helped conduct a follow-up literacy training, this time for five of the previous attendees who supervise the literacy teachers and tutors throughout the city at New York City Public Libraries. The purpose of this training was to train the supervisors on how to become certified Reading Horizons trainers. The training was held at the Bronx Library Center (down the street from one of Edgar Allen Poe's homes). This three-day training consisted of method review, explicit strategy instruction in decoding and spelling skills, as well as instruction on conducting consistent, teacher-directed practice. The attendees also had an opportunity to participate in peer coaching as they each took a turn teaching a skill and receiving feedback from the group. I am impressed with these individuals' competence, as well as their passion and drive to help teach literacy and English to speakers of other languages.

Aside from the training itself, I witnessed something magical going on within the walls of this library. Each day as I walked out of the training, I saw kids from the Bronx gathered around computers after school. I saw parents and children checking out books together. I saw middle school and high school kids meeting at the library to collaborate. I saw adults standing next to book shelves, books open and eyes scanning the pages, taking in the words like they were a refreshing drink of water. Libraries are magical places. I am grateful to be able to participate (in a very small way) in the amazing literacy programs offered throughout New York City. I am aware that there are several other libraries throughout the country doing similar things, whose efforts I applaud, as well. Libraries are magical places. They open the doors to education like no other.

Interactive Activities in the ESL Classroom

Here is another guest blog post from the English Skills Learning Center (ESLC) about using interactive activities in the ESL classroom. (Read another guest blog post from the ESLC about using repetition in the classroom here.)

Interactive Activities in the ESL Classroom

Interactive activities should be a part of every class that you teach. They are an opportunity for students to practice what they just learned. Interactive activities are more effective practice than worksheets.   Follow these steps when conducting interactive activities in class:

Explain – Show students the materials that they will be using for the activity and explain the activity. Example: “Now we will practice introductions with other students in the class.”

Demonstrate – Show students how the activity is done. Do the first question on the page together, or call a student up to the front of the classroom and model the activity with them.

Do – Distribute any materials or handouts at this point. This ensures that the students are paying attention to you when you explain and demonstrate the activity. Have students try doing the activity on their own.

Free Online Professional Development for Adult ESOL Educators

I was just introduced to a fantastic free online resource for ESOL professionals. ELL-U is a National Adult English Language Learning Professional Development Network that serves as a free professional development portal for Adult ESOL Educators. Below is an announcement that was distributed through a Listserv that I thought I would include since it provides a clear introduction to current courses, as well as instructions for joining. I just signed up for two study circles myself.

Engaging Activities to Teach Sight Words for Improved Reading Fluency

My poster session at TESOL 2012 in Philadelphia went well! I mentioned on my poster session display that my handout would be available on my blog. It is available on the page to the right, and can be accessed here: http://www.esltrail.com/p/engaging-activities-to-teach-sight.html.

I met some very interesting people who stopped by to talk about the poster session presentation content. I had one individual (a faculty member from a college in the mid-west) comment this way: "This poster presentation is so phenomenal. It's so pretty, and eye-catching, and so organized. I was really impressed with that. And also the topic, teaching sight words, is so important because actually, I have this specific chapter I need to teach to my students. So this is a perfect topic, and I was so excited when I found this one. And the presenter prepared the handout so nicely...very informative. Excellent, excellent presentation and poster." (I realize that she was very generous in her praise, by the way.)

On the Journey to Read: Part 2 (Adult Literacy and Teaching Struggling Readers)

I have blogged before about my experiences tutoring a 60-year-old man who can't read. In fact, his reading level was so low when I started working with him that he couldn't read sight words such as "and," "to," and "the," let alone sound out simple decodable words such as "bag" and "dad." I have been working with this gentleman for several weeks now, and as of two weeks ago, he has begun to read. Two weeks ago I had an experience that I wish everyone could experience: He read a short story for the first time...by himself. He wished that his long-time friend could've been there to hear him, he said. Since that time, his spirits have been high, and his motivation is off the charts. He even suggests material and strategies he could work on at home independently in between our visits. He is also learning computer literacy as he is just beginning the Reading Horizons software program. I wish everyone could have the opportunity to witness growth like I do in my friend who is on his journey to read. (See my previous blog posts about tutoring here: On the Journey to Read, Teaching the Homeless to Read, and Adult Education and Family Literacy Week 2011: Teaching Struggling Readers.)


I have a colleague that recently blogged about her experience with adult literacy efforts, as well. See her post here. I think she, along with anyone else out there involved in teaching someone how to read, would agree that this is an incredibly rewarding experience.


If there is any interest among any of you reading this post in getting involved in adult literacy or tutoring struggling readers (since I've had some ask), here are a few places to start:
1) Visit the free Online Workshop to learn strategies for teaching literacy. On that link, you can also print out a syllabus to use for a systematic teaching sequence.
2) Make a plan for ways to get involved in literacy efforts in your area. For ideas, read my blog posts about how to get involved in adult literacy here: Adult Education and Family Literacy Week 2011: Teaching Struggling Readers and Adult Education and Family Literacy Week 2010.
3) View free webinars available online that are of interest to you for additional training and resources. Free webinars are available on the Reading Horizons webinar page, including ELL Emerging Literacy: What We Know; What You Can Do by Robin Lovrien Schwarz (if you are working with non-native English speakers who are emerging readers, such as refugees), "What Should I Say When They Get Stuck on a Word?" by Kathleen Brown, or Developing Fluent Readers by Neil J. Anderson.
4) Search my blog for topics that are of interest to you to help you with your tutoring. For example, learn how to teach whether the vowel is long or short in a word, how to determine syllable division in multi-syllable words, and ideas for how to teach sight words. (Note that these strategies could be used for native English speakers or English Language Learners alike.) Other teaching tips to help with pronunciation and spelling are also available here.

Click here to read about the pronunciation of -ed.

Click here to read about pronouncing plurals.

Click here to read about voiced and voiceless sounds.

Click here to read about rising and falling intonation in questions.

Click here to read about syllable stress and the schwa.
Click here to read about adding the suffixes -ing, -ed, -er, and -est.
Click here to read about teaching common suffixes.
Click here to read about teaching common prefixes.
Click here to read about spelling words that end in S, F, and Z.

Feel free to share your experiences!

Teaching the Homeless to Read

I've always had a soft spot in my heart for the homeless...I'm not sure why. I see a homeless person on the street, and emotions of empathy surface...emotions of suffering (not just physical), emotions of lost opportunity, and emotions of unlocked potential. We all have a lot to offer, but some, due to misfortune, do not have the opportunity to convey that potential...at least for now.

I often see the homeless at the Salt Lake City public library (where it's warm during the winter months and cool during the summer months) standing next to bookshelves with open books in hands. I wonder if these individuals really know how to read...or if they are simply staring at the symbols on the pages trying to make meaning (or pretending to make meaning).

As this thought has passed through my mind on a number of occasions, I have felt a desire to teach the homeless how to read. In my search to determine how to make that goal a reality, I was pointed to the Food and Care Coalition in Provo, Utah. I was invited to work with a sixty-year-old gentleman who is not homeless, but who is unable to read and, therefore, unable to find employment. I have blogged about my experiences tutoring him before (see "On the Journey to Read" and "Adult Education and Family Literacy Week 2011: Teaching Struggling Readers"). The last time I went to tutor him at the Food and Care Coalition, I was given a tour of the building by Brent Crane, Executive Director of the Food and Care Coalition. I was very impressed with the facilities, the vision, and the services provided. Brent is the "brain child" behind the design of the building and vision of the organization, and his colleagues and volunteers have played (and continue to play) a huge role in implementing the programs offered.

Services offered include the following:
Barber shop
Dental clinic
Educational programs
Three meals a day
Access to computers
In the future: a residence hall

I am looking forward to continuing volunteer work with this organization to help others unlock, or rediscover, their potential. We all have much to offer...

(See also my post on Teaching Literacy to Homeless Children.)

"ELL Emerging Literacy": Free Webinar by Dr. Robin Schwarz

For those of you who missed the free webinar conducted by Dr. Robin Lovrien Schwarz on teaching ELL Emerging Literacy, the link to watch the recorded webinar and to download the power point slides is available here.

In this webinar, you will learn what research tells us:

• About adults who have never been to school.
• How acquiring literacy changes the brain.
• What this all means in thinking about how to teach these learners to read.

The webinar was very well-received with an impressive number of attendees. Following is some feedback from one of the attendees:

Wow!  This was by far the BEST training I have ever seen on the topic of how to teach ESOL low literacy students.  Robin gave very useful information that is practical and easy to implement.  The tips were eye-opening and so clear.  I kept saying, “Well, of course!”  “That is so obvious!”

I have taught this level of student, and throughout the presentation I remembered individual students who fit descriptions she gave.  The beauty of the presentation was that it gave ideas on how to work with the students.

I really appreciate that Reading Horizons has done this.  It is extremely helpful to the field that is so bereft of solid professional development on this topic.


(For a list of other free webinars on literacy, click here.)

How Do I Teach Literacy? (Part 2)

I just returned home from six back-to-back trips, most trips affording me just a couple days in between each trip to literally unpack and pack at the same time. As always, I am privileged to meet a variety of people in my travels. My work has provided me opportunities to interact with individuals who are passionate about improving the quality of life for those they serve. I am grateful to have opportunities to learn from so many dedicated individuals.

My most recent trip was to Southern California where I conducted a training for ESL teachers at a community college. I was impressed with their attentiveness and their teachable nature. At one point during the training, I saw an ESL student peering through the window into the classroom. She kept looking at me and at the board where I was writing. After this took place for several minutes, I finally opened the door and asked the student if there was something I could help her with. She replied in her broken English, "No, I just want to learn what you're teaching." She had seen what I was writing on the board and was intrigued by what she was learning.

The skill I was teaching was the soft sounds of c and g. The basic principles are as follows:

• When c is followed by the vowels e (ce) or i (ci) , the sound of c changes from /k/ to /s/ (e.g., cent; cite). C will have the /s/ sound about 99 percent of the time in this construction.
• When g is followed by the vowels e (ge) or i (gi), the sound of g changes from /g/ to /j/ (e.g., gem; gin). This new sound occurs about 85 percent of the time in this construction.
• When a consonant plus c or g comes between the first vowel and the silent e, the two consonants
will cause the first vowel to be short (e.g., dance, prince, plunge).
• English words never end in the letter j. When the sound /j/ is heard at the end of a word, it will always
be spelled -ge. Words with a long vowel sound will end with just the -ge spelling (e.g., cage). Words with a
short vowel sound will end with a -dge spelling (e.g., judge; bridge).

Free Webinar on ELL Emerging Literacy

I wanted to announce a wonderful free resource for teachers of non-native English speakers with no prior literacy. Dr. Robin Schwarz will be presenting a webinar on best approaches for helping these students to acquire literacy. She will be conducting the webinar on Tuesday, November 15, 2011, from 1:00-2:00 PM MST.

Here is the abstract of the webinar:

One of the major challenges of ESL teachers is working with learners who have no prior literacy. How can you best teach these learners to read? Teaching non-literate or very low literate non-English speakers to read is NOT like teaching students who are literate in another language. Robin Lovrien Schwarz, PhD, will help you learn what research has discovered about the challenges these learners face and what the best approaches are for helping them begin to acquire literacy. Dr. Lovrien Schwarz will also direct you to sources that will support you in teaching reading to this population.

View the recorded webinar here.

For a list of other free webinars on literacy, click here.

(Read a follow-up post on the webinar here.)

Literacy Training in the Bronx...and in Your Own Backyard

This past weekend I conducted literacy training at the Bronx Library Center in New York City. Among those in attendance were literacy volunteers, library staff, and administrators. The purpose of the training was to provide an overview of the Reading Horizons method and to provide ideas for literacy application activities. I was impressed with the attendees' passion and interest to improve literacy for individuals who cannot read or write, as well as non-native English speakers who struggle to communicate in English. (See my post on a follow-up training in the Bronx here.)

I showed the attendees the following video, which was followed by a discussion about the reality of life for individuals who cannot read or write.



Our discussion caused me ponder more deeply about other individuals who struggle with literacy in my own community. Although I have had several opportunities to travel abroad to help fill English and literacy needs, I was reminded that you don't have to go very far to find individuals who struggle. This thought reminds me of my responsibility to contribute to promoting literacy in my own community.

I thought I'd share again a video series I mentioned in a previous post called "In Your Own Backyard." Who might be struggling with literacy in your backyard, and what can you do about it? (For ideas, visit my post here.)

TESOL 2012 Presentation: Engaging Activities to Teach Sight Words for Improved Reading Fluency

I just found out my proposal "Engaging Activities to Teach Sight Words for Improved Reading Fluency" was accepted at the TESOL 2012 conference in Philadelphia next March. The acceptance rate this year was 24%, so I'm honored to have this opportunity. I submitted this presentation as a poster session format this year to provide some variety in my presentation repertoire. I will be sharing ideas for teaching sight words, specifically how to build on phonic clues, promote rapid recognition, and help students commit these sight words to long-term memory. I have addressed this topic before in a blog post entitled "Ideas for Teaching Sight Words for ELLs/ESL Students." (See a photo of my poster here.)

Here is a summary of my presentation:

Adult Education and Family Literacy Week 2011: Teaching Struggling Readers

This week, once again, commemorates Adult Education and Family Literacy Week. A year ago, I wrote a blog post sharing a few ideas about how to get involved in literacy efforts to commemorate this event.  As a recap, some of my ideas included the following:

• Check out volunteer tutoring opportunities in your local community. 
• Learn how to teach someone to read. A helpful, free resource is found at http://www.phonicstraining.com/.
• Join a book club or an online book-sharing group, such as goodreads, which allows you to see what your friends have read, keep track of what you've read and what you'd like to read, and get ideas for additional books to read.
• Read a little more for pleasure. We often take the fact that we can read for granted.
• Write in a diary or journal.
• Consider how your ability to read and write affects your life. Consider the privilege it is to be literate. I've documented some of my thoughts in the previous blog posts "Lessons Learned from Life" and "The Value of Literacy."

(For additional ideas about ways to promote literacy, visit my blog post "Adult Education and Family Literacy Week 2010".)

Reviewing these lists of ways to get involved in literacy efforts again, one year after I wrote this blog post, I am prompted to recall my personal efforts to promote literacy. Something I recently engaged in (as recently as today, in fact) includes teaching someone how to read.

Helpful Online Resources to Stay Informed in Education

I value opportunities to stay "in the know" about educational issues and policies, as well as current events in the news relating to my field. But if you're like me, the challenge of staying on top of such things amid a demanding schedule is ever-present. A great solution I've found to remove this impediment is using free online resources. Some of the resources I use include twitter where I can read tweets that introduce me to links to online articles and headline news in education. An additional online resource I use is listserves where colleagues within similar fields share thoughts, experiences, expertise, and resources. Finally, I have benefited from subscribing to online newsletters, including SmartBriefs via email, where the top relevant stories of the day are sent to my email inbox. These online newsletters include top stories that have been sought out and summarized with links to the full online articles provided. Someone else does all the work for me! A few of the online resources mentioned above, including newsletters and listserves I've subscribed to, are included below:

ASCD SmartBrief (Association for Supervision and Curriculum Development) provides a daily briefing on the top stories in K-12 education. Subscribe here.

CEC SmartBrief (Council for Exceptional Children) provides a daily briefing on top stories in special education. Subscribe here.  

TESOL Connections (Teachers of English to Speakers of Other Languages) is a semi-monthly newsletter for TESOL members. It is posted on the first and third Friday of each month. It features articles, interviews, job postings, and other resources for teaching English as a Second or Foreign Language.

I am also part of a listserve moderated by LINCS (Literacy Information and Communication System), specifically, the Adult English Language Acquisition Discussion List. Subscribe here.

Twitter, of course, is another way to stay on top of current events. In case you didn't know, @ESLtrail is on twitter. If you tweet, be sure to follow @ESLtrail!