The language experience approach (LEA) to reading instruction uses learner-dictated passages to foster reading development. In this study, researchers explored LEA instruction for English learners with exceptional needs that were supported by voice typing, word prediction, and screen reading tools. A multiple baseline design was used to…

Second language learners face countless obstacles in the classroom, including communication and comprehension limitations and difficulty building relationships with peers. Many teachers struggle to build an inclusive classroom environment and ensure all students, especially those with linguistic and other learning disadvantages, are learning. This…

On April 8, 2016 when the class was discussing "digital literacy," a shocking news story from London AP intrigued us. The news was about a brief text message delivered by Ahmed, a refugee Afghan boy of 6-year old. His text message flashed on the cellphone of Liz Clegg, a volunteer at a migrant camp in France. Clegg and other volunteers…

Using communicative activities with learners from diverse cultures can create excitement and empathy while promoting the acquisition of English. This article offers ESL/EFL activities that foster interpersonal tolerance among students who have experienced intergroup conflict. The activities are based on the idea that there are four levels of…

This Digest focuses on using the language experience approach for teaching adult English-as-a-Second-Language (ESL) learners. The language experience approach (LEA) ia a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with…

This teacher's guide presents activities designed to use student-created artwork and writing in the learning of English as a second language. It can also be adapted to other second languages and to all age groups from kindergarten through adults. The activities encourage students to produce drawings or writings based on their own experiences. They…

For children in school whose fluency in English (as a second language) is minimal, reading instruction using the language experience approach has proved successful. (JM)

Compares bilingual reading instruction in Puerto Rico with that on the mainland, commending the emphasis given in Puerto Rico on comprehension as opposed to the emphasis given to decoding on the mainland. (HOD)

The Language Experience Approach (LEA) to teaching reading in English as a second language is described. LEA uses the student's own experiences, vocabulary, and language patterns to create texts for reading instruction. Three stages are defined for assessing learners' levels of language use. The LEA instructional procedures are designed to be…

An experience approach to composition for intermediate or better students is detailed. It utilizes students' own interests and knowledge, prepares them for writing, makes transitions from oral to written English and encourages individual purposes in writing. Weaknesses of controlled composition are mentioned. (SCC)

Discusses the language experience approach to reading and writing and describes how such an approach would benefit limited and non-English speaking high school students. (DD)

Alternatives to traditional testing techniques are proposed for use in the adult English as a second language classroom. It is argued that traditional testing does not place responsibility for achievement on the learner as is appropriate with adult students. The suggested alternative methods are: the language experience approach, sustained silent…

In Nashville, Tennessee, there are children representing 24 different non-English language groups. Teachers involved with planning instruction for and teaching such language minority children should consider not only the language differences, but also the cultural differences since many foreign students are from cultures very different from the…

Argues that teachers of English as a second language at the secondary school level must consider the social, political, and economic needs, as well as the linguistic needs, of students. (EKN)