An Integrated Language Strategy for Second Language Learners

second, acquiring the specialized concepts and vocabulary found in content area subjects. The adapted Guided Writing Procedure (GWP) is uniquely suited to both the cognitive and linguistic needs of these learners because it capitalizes on the rich social, linguistic, and cognitive environment of the content area classroom. The GWP provides instruction and practice in basic communication skills by using oral language as a bridge to reading and writing. Further, it activates students' prior knowledge to furnish a framework for the acquisition of new concepts. Most importantly, the GWP and its step-by-step sequence offer second language learners an opportunity for meaningful practice of the target language as part of the learning of content area concepts. Recent discussions of second language programs have begun to emphasize the value of an integrated model of language instruction (Dubin and Olshtain 1980, Elsasser and John-Steiner 1977). This emerging view suggests that listening, speaking, reading, and writing may be taught and practiced by second language learners simultaneously as interdependent tools of communication. They are viewed as communication tools which enable students to achieve literacy and tools which should be taught using contextually based methods. Further, if literacy instruction is based on an integrated model, the resulting improvement in communicative ability may be greater than that possible where listening, speaking, reading, and writing are viewed as independent language processes and separate curricular subjects. Goodman, Goodman, and Flores summarize their experiences with second language learners: In our experience we've found that if bilingual speakers are literate in another language, their development of literacy in English will be easier than for people not literate in any language; and further, their control of English will be speeded as a result of their rapid progress in becoming literate in English. All this assumes that oral and written English are equally needed and functional and that the opportunity to use both is present. There are people who learn

Comprehension approach · Language assessment · Language education · Linguistics · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology

• Kan Yu Ret an Rayt en Ingles

  Sarah Hudelson•TESOL Quarterly•1984

  Add to list

• Yes, Talking

  D Scott Enright, Mary Lou McCloskey•TESOL Quarterly•1985

  Add to list