| To encourage and promote literacy, teachers need | | | | the child is exposed to English speakers, he or she will |
| to take into account not just the reading ability | | | | soon be speaking English comfortably. Remember, |
| factor but respect their students' various cultural and | | | | speak slowly, simply, and distinctly. |
| educational backgrounds. Use the principles described | | | | Use Story Discussion and Conversation |
| in this approach as a guide to help you foster positive | | | | Discussion helps children develop vocabulary and |
| reading relationships and encourage language | | | | master concepts such as motivation, characterization |
| developments. | | | | and story structure. If your students need time to |
| Respect Students' Values | | | | digest the story, respect their reactions. The key is |
| It is difficult to overstress the importance of careful | | | | to give the children a chance to express reactions |
| listening, acceptance without judgment, and patience. | | | | and ideas rather than quizzing them on facts. Use |
| In many cases, you will be reading to children from | | | | open-ended questions such as, "How does this |
| different cultural, racial, economic, or educational | | | | picture make you feel?" as opposed to "Does that |
| background. Their values may be different - no less | | | | picture make you feel sad?" Illustrations can stimulate |
| valid than yours, just different, and learning about | | | | wonderful discussions. Speaking and listening are also |
| them can enrich your own understanding. So put your | | | | literacy skills. |
| expectations on hold. | | | | Share Your Favorite Read-Aloud |
| Respect the Background of English Language | | | | You might consider bringing a beloved book from |
| Learners | | | | your childhood or a book that your own children |
| Many general education classes and ESL groupings | | | | loved. It's a great way to share your love of reading |
| have some contingency of English language learners. | | | | and details about your own family and to personalize |
| When reading to children of different cultures or | | | | the reading experience. |
| races, you may want to look for information relating | | | | If you concentrate on making books and reading fun, |
| to their background and history for your own use. | | | | you will encourage language developments and build |
| The more you know, the more you will understand | | | | important literacy skills. By respecting the differences |
| how to relate and how to interpret their messages. | | | | of your students, you'll become more familiar and |
| Once you've developed the right mindset for | | | | comfortable with your students. Perhaps you'll select |
| success, take your time, speak clearly and slowly | | | | books and activities together. So relax, get your |
| (but naturally), and listen carefully. Begin with simple | | | | creative juices flowing, crank up your listening skills, |
| picture books where the story is obvious from the | | | | and get ready for an unforgettable and positive |
| pictures. Ask the students to identify objects in her | | | | read-aloud experience. |
| or his language and you provide the English word. If | | | | |