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¶ … Picture Book Is Worth More Than a Thousand Words: Teaching ESL Students
The use of picture books to teach English as a second language has been demonstrated to be quite successful. Experts in literacy attribute this to the way that pictures in the books help to fill in gaps in meaning. A fundamental consideration is that if the picture books are to be used as an aide to teaching English, cultural differences must not be too great, or else the cultural differences must be a primary topic of the story. Indeed, some experts consider texts that are highly culturally specific, and are "intertextually and intervisuablly rich," are not translatable since they are too rooted in a specific locale.
Intervisuality refers to the ease with which a concept can be viewed from a variety of different media. Intertextuality refers to the interrelationship between works of literature with regard to the way that the texts differ and how they influence or reflect one another (Desmet, 2001). However, picture books are especially translatable because the readers of...
The Jolly Postman books are full of surprises, including pages that are envelopes containing various letters. Not all of the Ahlberg books are interactive in this way, but they all contain simple, colorful illustrations that depict fun stories common to children's experience. The Pete the Cat stories all show Pete solving a problem or coping with some unexpected event, such as soiling his white tennis shoes in various colors as he walks around the neighborhood. Young children love the text repetition throughout the book, and the words are repeated in the accompanying songs. Some of the Pete the Cat books are available in interactive tablet format as well as print, and each book is accompanied by a song that can generally be…
References
Colomer, T., Kummerling-Meibauer, B., and Silva-Diaz, C. (2010). Directions in picture book research. London, UK: Routledge Publishing.
Desmet, M.K.T., (2001). Intertextuality / Intervisuality in Translation: The Jolly Postman's Intercultural Journey from Britain to the Netherlands
Children's Literature in Education, 32(1), 31. Retreived from http://link.springer.com/article/10.1023/A%3A1005214004763#
Jalongo, M.R., Dragich, D., Conrad, N.K., and Zhang, A. (2002). Using wordless picture books to support emergent literacy. Early Childhood Education Journal, 29(3), 167-177.
Kormanski, L.M. And Stevens, C.B. (1993). Alphabet books can be used with fluent readers and writers. Reading Horizons, 34(1). Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1441&context=reading_horizons
Language Lizard. Retreived from http://www.languagelizard.com/The-Very-Hungry-Caterpillar-p/hungry.htm
ESL (English Second Language) Context and significance Relevant background literature Limitations and anticipated problems ESL (English Second Language) In many nations, there are many high school students who have parents who speak no English. Often times this can be a problem because the kids will often have to interpret for them and very often involves them to miss school in order to do this. Is it possible that because there is a constant interruption in
Issues in English Second Language Acquisition Introduction All students have different learning styles and for Second Language learners or English-as-Second-Language (ESL) learners, the challenge faced by the ESL instructor is not only about using a differentiation-based method of instruction to convey the lesson (Peregoy & Boyle, 2013) but also about using a variety of methods to assess the ESLs (Gottlieb, 2006). ESLs come from a variety of different backgrounds; they have unique
While I understand why non-literal meanings are particularly difficult for speakers to comprehend, it seems to me that interlanguage would be easier for people learning second languages, because they can draw from examples of interlanguage from their native language. After all, even elementary school children have difficulty understanding the existence of idioms, homonyms, and other examples of words and phrases that have alternate definitions. I appreciated the description of the
" (Collier, 1995) Academic work through the progression of each grade brings expansion to the vocabulary, sociolinguistic, and discourse dimensions to the language higher cognition. Academic knowledge and development "transfer from the first language to the second language" (Collier, 1994) making it more efficient that academic work is developed through the first language of the student with teaching of the second language occurring during other times of the school day
This then helps the teacher to appropriately adjust their approach and teaching skills to address the particular weak points that the students or particular student might have. There is need to incorporate computers in class as well particularly in some particular topics in teaching second language. This applies especially when it comes to the use of language in creating formal documents or such like formal types of writing which can
The Natural Order hypothesis posits that there is a "natural order" that is predictable when it comes to acquiring grammatical structures. The Input hypothesis is completely in relation to the Acquisition hypothesis and it is especially vital to the understanding of how one learns a second language. Krashen (1997) believes that "if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible