Getting Language Experience on Paper
Implementing Language Experience with Adults
While the methods for using Language Experiences can be greatly varied, there are certain basic methods which will help a tutor begin to use Language Experience and to integrate it into an on-going adult reading program. There are four different methods:
1. Dictation
2. Transcription
3. Directed writing
4. Free writing.
Dictation and transcription use students’ oral language skills; directed writing and free writing, their writing skills.
1. The dictation method.
The student dictates a short passage (a personal memory, a daily activity, a movie plot etc.) The teacher prints it word for word. The teacher reads the story back to the student, pointing to each word, while the student repeats. From the beginning, the teacher should sound out words while reading, even if the student does not yet know the letter sounds. With the teacher giving encouragement and help on difficult words the student then reads through the story by himself or herself. Next, the teacher points randomly to words in the passage to make sure that the student is building a sight vocabulary and not just memorizing the spoken words. Particularly difficult or meaningful words from the story can be printed on three-by-five-inch index cards. These flash cards give the student practice in recognizing his or her own words out of context. They are the first entries in an in an individualized card-file library of sight words and can be taken home for further review. At the next session, using a typed version of the student’s story, the student and teacher repeat many of the first lesson’s activities: they read and repeat, point randomly to individual words, and review flash cards. The teacher can also introduce phonic word-attack skills and linguistic patterns based on words from the student’s own story.
Advantages of the dictation method. The student has immediate success with the dictation method, since his or her initial encounter with reading depends on the recall of words just spoken. Saying words, then immediately reading them, links oral language with written symbols. This process helps to alleviate much of the fear and distrust of the printed word experienced by so many adult nonreaders. From the first day, the student discovers that written words can be as intimate and informal as spoken words. Reading comprehension ceases to be a distant goal because students begin by reading words they value and understand. When phonic drills and memorization of sight words are based on this meaningful vocabulary, students never lose sight of the ultimate goal of reading-communication about oneself and learning about others.
Disadvantages of the dictation method. Because this method involves long-hand dictation, the student must often speak at a slower than normal rate, or else repeat parts of his story, so that the teacher can write down each word. He or she must also be willing to type up student stories and to adapt traditional drills and exercises to student-written materials.
2. The transcription method.
As in the dictation method, the student tells a story from personal experience. Instead of immediately writing, the teacher tape-records the story and later transcribes it, either in part or in total. The tape can be played back right away, replayed during the next class session, or both, depending on how strong a link the teacher wants between the spoken and the written word. Once the material is typed, the student and teacher can use it for all tof the sight vocabulary and phonic skill development activities described under the dictation method. The transcription method often captures many unexpected stories and reminiscences inspired by group discussions. A tape recorder can be switched on at ony moment to preserve something important, funny, or profound that a student is saying. The story shown below, “The Communion,” was recorded as a student told it spontaneously during a class. Her easy, amusing style and obvious delight in sharing her experience with other come across well in the transcribed version.
The Communion
My son’s mother-in-law’s mother-my daughter-in-law’s grandmother-died. We went to the church for the funeral, a catholic church. We stayed in the church. Then it was time for the communion. We have a different communion in our church. Here they gave you a little thing like a candy- a little round thing the priest puts in your mouth. It’s a wafer.
Anyway, everybody was going to take communion. We didn’t know what to do. I said: “Well, let’s go. It doesn’t hurt anything. It’s communion. What’s the difference?”
My brother, Jimmy, and I were there. My brother was a little bit shy. He didn’t know what to do-whether to go or not. I said: “It’s nothing. It’s no sin.” My daughter-in-law and her parents where wondering what we were going to do. Were we going to go? To feel embarrassed?
We got up and took a turn. But the priest asked my brother something and he had to answer something before he took the Communion. My brother didn’t understand and couldn’t speak well, but he went up just the same. He wanted to do it like everybody else. The priest was supposed to ask us something before he gave us the wafer. He asked by brother a question-I don’t remember what. Maybe it was something like: “Do you want to take this?” He asked everybody, even the catholic people.
My brother didn’t know what to answer because he can’t understand or speak English very well, but he opened his mouth and said: “I don’t know, I’m Greek.” The priest took out the wafer!”
Jimmy did the same thing. He said to the priest: “I’m Greek, too, Father.” And the priest didn’t give him anything. Then I went and I opened my mouth. The priest said something to me, but I was so fast that he had no chance to take the wafer out of my mouth!”
My daughter-in-law was so embarrassed. “What will my mother-in-law and father-in-law do now? What are they going to do?” She felt guilty because she hadn’t explained things to us. When you take communion you have to answer something. We didn’t know. My brother just said: “I’m Greek.”
Advantages of the transcription method. Since emphasis is placed on speaking before reading, the transcription method is particularly good in English-as-a-second-language reading classes. Vocabulary is naturally controlled: the student learns to read only those words which he or she can use orally. The transcription method is also good for group work; discussions, projects, and questionnaire answers can all be recorded. Each person contributes, and the material produced is often more spontaneous and natural than with the dictation method. Warm, supportive feelings often develop when a group varied and rich as the group itself-funny and sad, intimate and surprising, profound and important.
Disadvantages of the transcription method. Because the student does not see each word taking form in print as he or she says it, this method does not provide the same spoken-written reinforcement as the dictation method. Tape transcription taker a great deal of the teacher’s time. Questions about editing the taped material also arise. How much should be included? What should be included? Should differences in dialect or English-as-a-second-language “mistakes” Be changed or transcribed verbatim? These are not insurmountable problems, but rather, interesting and important issues for teachers to confront.
3. The directed writing method.
In the directed writing method, the focus begins to change from reading to writing. Starting from highly structured, one-word responses to their own questions or to fill-in-the-blank exercises using adjectives related to feelings. Although students add only one or two words to “standardized” sentences, their finished products are very diverse and personal.
1. When I think of my children, I feel happy and worried.
2. When I think of my country, I feel sad.
3. When I think of my house, I feel warm.
4. When I think of green, I feel quiet and calm.
5. When I think of red, I feel silly and angry.
6. When I think of Saturday night, I feel relaxed.
7. When I think of Friday afternoons, I feel relieved and tired.
8. When I think of Monday mornings, I feel terrible.
9. When I think of death, I feel afraid and alone.
10. When I think of life, I feel happy, sad, afraid, and eager.
In sentence-completion activities, students copy sentences which they have already read and finish them by choosing one or two words from a list or from memory. Even the most ensure beginning writer feels comfortable copying a sentence and adding words her or she already knows. When students feel secure copying and completing sentences, they can move on to exercises which are less tightly controlled, but which still provide direction and focused skill practice. Questions-and-Answers is one such exercise. The student and tutor each write a question of a sheet of paper. Questions may be suggested, or the student may write whatever they want to ask for example: What’s your name? Do you like Boston? What’s your favorite T.V. program? When each person has written a question, the papers are exchanged so that each person has a new sheet of paper with his neighbor’s question. Each person now answers this new question, then writes another question, and passes the paper back to the other. Questions and answers are read aloud and can be typed up for future exercises. Students can copy over these questions and answers, work with flash cards of difficult vocabulary, take dictation, practice spelling or structural patterns. Here are some questions and answers from one of our reading classes.
Q. Do you like to sing? Do you sing to you little girl?
A. Yes, I like to sing. Sometimes I sing Gospel songs to my little girl.
Q. What is you favorite T.V. program?
A. “Medical Center.”
Q. If you were stranded on a desert island with two men, who would you like them to be?
A. Tommie and Guy Williams.
Q. Do you dream? Do you have good or bad dreams?
A. I have bad and good. Last night I dreamt my daughter got shot.
Advantages of the directed writing method. Directed writing can be structured to develop specific wiring skills or to practice narrowly defined syntactic patterns, spelling rules, and the like. This method also takes some pressure off students by focusing no simply on the mechanics of writing, but also on self-expression and interesting material. Students practice writing within a meaningful context; disconnected, irrelevant skill-development drills are avoided.
Disadvantages of the directed writing method. As with all student-generated material, the teacher must deal with questions of style and personal expression: What and how much should I “correct”? How can I correct spelling, syntax, and sentence structure while still allowing for personal differences in style and expression? Do I deal with individual writing problems as they arise, or do I look for areas of general difficulty and concentrate on those?
4. The free writing method
The student writes about a personal experience. Students may choose the topic, such as “school memories” or the teacher may assign one designed to practice a specific skill. Students write during the tutoring session encouraged to ask the tutor for help on spelling, punctuation, and sentence structure. Sometimes a student reads his or her own work aloud at the end of the session; often the tutor types and edits the writing for the next meeting. The student and tutor then discuss the work.
Advantages of the free writing method. Free writing has both psychological and pedagogical advantages. It allows the student an opportunity for personal expression within a supportive framework. Disturbing problems or issues of concern flow from student writing. Often they are resolved either by the act of self-expression itself, or by sharing them with others. Joy and good times are shared as well. Specific skill practice can be built into these individual writing exercises. Writing about childhood memories practices the past tense; describing holiday customs in a foreign country encourages logical sequencing of ideas and clear explanations.
The student becomes the expert when other read his or her work readers look to the author instead of the tutor for help with vocabulary and sounding out of words the author gains self-respect. Knowing that one’s writing is enjoyed by others is a powerful source of pleasure and motivation.
Disadvantages of the free writing method. Some students want and need a great deal of help and support when they write on their own. This works with one-on-one tutoring but is difficult in small groups.
Using language experience to teach reading and writing to adults asks more of the teacher than traditional workbook methods-more time, more energy, more imagination. It requires that the teacher have a firm grasp of phonic skills and sequencing, since no workbook or manual can be followed entirely. Language Experience asks more of students, also. It asks them to participate actively, to share responsibility with the teacher, and to open up channels of communication too long ignored in school. But the rewards are enormous, not only in the development of concrete self-awareness. Instead of struggling through lists of disconnected phonic pattern drills, instead of memorizing the consonant doubling rule for its own sake, instead of keeping “reading and writing what I want” some distance, unattainable goal, students express valuable feelings and thoughts now as the core of learning to read and write.
Taken from Using Language Experience with Adults: A Guide for Teachers by Katherine Kennedy and Stephanie Roeder
While the methods for using Language Experiences can be greatly varied, there are certain basic methods which will help a tutor begin to use Language Experience and to integrate it into an on-going adult reading program. There are four different methods:
1. Dictation
2. Transcription
3. Directed writing
4. Free writing.
Dictation and transcription use students’ oral language skills; directed writing and free writing, their writing skills.
1. The dictation method.
The student dictates a short passage (a personal memory, a daily activity, a movie plot etc.) The teacher prints it word for word. The teacher reads the story back to the student, pointing to each word, while the student repeats. From the beginning, the teacher should sound out words while reading, even if the student does not yet know the letter sounds. With the teacher giving encouragement and help on difficult words the student then reads through the story by himself or herself. Next, the teacher points randomly to words in the passage to make sure that the student is building a sight vocabulary and not just memorizing the spoken words. Particularly difficult or meaningful words from the story can be printed on three-by-five-inch index cards. These flash cards give the student practice in recognizing his or her own words out of context. They are the first entries in an in an individualized card-file library of sight words and can be taken home for further review. At the next session, using a typed version of the student’s story, the student and teacher repeat many of the first lesson’s activities: they read and repeat, point randomly to individual words, and review flash cards. The teacher can also introduce phonic word-attack skills and linguistic patterns based on words from the student’s own story.
Advantages of the dictation method. The student has immediate success with the dictation method, since his or her initial encounter with reading depends on the recall of words just spoken. Saying words, then immediately reading them, links oral language with written symbols. This process helps to alleviate much of the fear and distrust of the printed word experienced by so many adult nonreaders. From the first day, the student discovers that written words can be as intimate and informal as spoken words. Reading comprehension ceases to be a distant goal because students begin by reading words they value and understand. When phonic drills and memorization of sight words are based on this meaningful vocabulary, students never lose sight of the ultimate goal of reading-communication about oneself and learning about others.
Disadvantages of the dictation method. Because this method involves long-hand dictation, the student must often speak at a slower than normal rate, or else repeat parts of his story, so that the teacher can write down each word. He or she must also be willing to type up student stories and to adapt traditional drills and exercises to student-written materials.
2. The transcription method.
As in the dictation method, the student tells a story from personal experience. Instead of immediately writing, the teacher tape-records the story and later transcribes it, either in part or in total. The tape can be played back right away, replayed during the next class session, or both, depending on how strong a link the teacher wants between the spoken and the written word. Once the material is typed, the student and teacher can use it for all tof the sight vocabulary and phonic skill development activities described under the dictation method. The transcription method often captures many unexpected stories and reminiscences inspired by group discussions. A tape recorder can be switched on at ony moment to preserve something important, funny, or profound that a student is saying. The story shown below, “The Communion,” was recorded as a student told it spontaneously during a class. Her easy, amusing style and obvious delight in sharing her experience with other come across well in the transcribed version.
The Communion
My son’s mother-in-law’s mother-my daughter-in-law’s grandmother-died. We went to the church for the funeral, a catholic church. We stayed in the church. Then it was time for the communion. We have a different communion in our church. Here they gave you a little thing like a candy- a little round thing the priest puts in your mouth. It’s a wafer.
Anyway, everybody was going to take communion. We didn’t know what to do. I said: “Well, let’s go. It doesn’t hurt anything. It’s communion. What’s the difference?”
My brother, Jimmy, and I were there. My brother was a little bit shy. He didn’t know what to do-whether to go or not. I said: “It’s nothing. It’s no sin.” My daughter-in-law and her parents where wondering what we were going to do. Were we going to go? To feel embarrassed?
We got up and took a turn. But the priest asked my brother something and he had to answer something before he took the Communion. My brother didn’t understand and couldn’t speak well, but he went up just the same. He wanted to do it like everybody else. The priest was supposed to ask us something before he gave us the wafer. He asked by brother a question-I don’t remember what. Maybe it was something like: “Do you want to take this?” He asked everybody, even the catholic people.
My brother didn’t know what to answer because he can’t understand or speak English very well, but he opened his mouth and said: “I don’t know, I’m Greek.” The priest took out the wafer!”
Jimmy did the same thing. He said to the priest: “I’m Greek, too, Father.” And the priest didn’t give him anything. Then I went and I opened my mouth. The priest said something to me, but I was so fast that he had no chance to take the wafer out of my mouth!”
My daughter-in-law was so embarrassed. “What will my mother-in-law and father-in-law do now? What are they going to do?” She felt guilty because she hadn’t explained things to us. When you take communion you have to answer something. We didn’t know. My brother just said: “I’m Greek.”
Advantages of the transcription method. Since emphasis is placed on speaking before reading, the transcription method is particularly good in English-as-a-second-language reading classes. Vocabulary is naturally controlled: the student learns to read only those words which he or she can use orally. The transcription method is also good for group work; discussions, projects, and questionnaire answers can all be recorded. Each person contributes, and the material produced is often more spontaneous and natural than with the dictation method. Warm, supportive feelings often develop when a group varied and rich as the group itself-funny and sad, intimate and surprising, profound and important.
Disadvantages of the transcription method. Because the student does not see each word taking form in print as he or she says it, this method does not provide the same spoken-written reinforcement as the dictation method. Tape transcription taker a great deal of the teacher’s time. Questions about editing the taped material also arise. How much should be included? What should be included? Should differences in dialect or English-as-a-second-language “mistakes” Be changed or transcribed verbatim? These are not insurmountable problems, but rather, interesting and important issues for teachers to confront.
3. The directed writing method.
In the directed writing method, the focus begins to change from reading to writing. Starting from highly structured, one-word responses to their own questions or to fill-in-the-blank exercises using adjectives related to feelings. Although students add only one or two words to “standardized” sentences, their finished products are very diverse and personal.
1. When I think of my children, I feel happy and worried.
2. When I think of my country, I feel sad.
3. When I think of my house, I feel warm.
4. When I think of green, I feel quiet and calm.
5. When I think of red, I feel silly and angry.
6. When I think of Saturday night, I feel relaxed.
7. When I think of Friday afternoons, I feel relieved and tired.
8. When I think of Monday mornings, I feel terrible.
9. When I think of death, I feel afraid and alone.
10. When I think of life, I feel happy, sad, afraid, and eager.
In sentence-completion activities, students copy sentences which they have already read and finish them by choosing one or two words from a list or from memory. Even the most ensure beginning writer feels comfortable copying a sentence and adding words her or she already knows. When students feel secure copying and completing sentences, they can move on to exercises which are less tightly controlled, but which still provide direction and focused skill practice. Questions-and-Answers is one such exercise. The student and tutor each write a question of a sheet of paper. Questions may be suggested, or the student may write whatever they want to ask for example: What’s your name? Do you like Boston? What’s your favorite T.V. program? When each person has written a question, the papers are exchanged so that each person has a new sheet of paper with his neighbor’s question. Each person now answers this new question, then writes another question, and passes the paper back to the other. Questions and answers are read aloud and can be typed up for future exercises. Students can copy over these questions and answers, work with flash cards of difficult vocabulary, take dictation, practice spelling or structural patterns. Here are some questions and answers from one of our reading classes.
Q. Do you like to sing? Do you sing to you little girl?
A. Yes, I like to sing. Sometimes I sing Gospel songs to my little girl.
Q. What is you favorite T.V. program?
A. “Medical Center.”
Q. If you were stranded on a desert island with two men, who would you like them to be?
A. Tommie and Guy Williams.
Q. Do you dream? Do you have good or bad dreams?
A. I have bad and good. Last night I dreamt my daughter got shot.
Advantages of the directed writing method. Directed writing can be structured to develop specific wiring skills or to practice narrowly defined syntactic patterns, spelling rules, and the like. This method also takes some pressure off students by focusing no simply on the mechanics of writing, but also on self-expression and interesting material. Students practice writing within a meaningful context; disconnected, irrelevant skill-development drills are avoided.
Disadvantages of the directed writing method. As with all student-generated material, the teacher must deal with questions of style and personal expression: What and how much should I “correct”? How can I correct spelling, syntax, and sentence structure while still allowing for personal differences in style and expression? Do I deal with individual writing problems as they arise, or do I look for areas of general difficulty and concentrate on those?
4. The free writing method
The student writes about a personal experience. Students may choose the topic, such as “school memories” or the teacher may assign one designed to practice a specific skill. Students write during the tutoring session encouraged to ask the tutor for help on spelling, punctuation, and sentence structure. Sometimes a student reads his or her own work aloud at the end of the session; often the tutor types and edits the writing for the next meeting. The student and tutor then discuss the work.
Advantages of the free writing method. Free writing has both psychological and pedagogical advantages. It allows the student an opportunity for personal expression within a supportive framework. Disturbing problems or issues of concern flow from student writing. Often they are resolved either by the act of self-expression itself, or by sharing them with others. Joy and good times are shared as well. Specific skill practice can be built into these individual writing exercises. Writing about childhood memories practices the past tense; describing holiday customs in a foreign country encourages logical sequencing of ideas and clear explanations.
The student becomes the expert when other read his or her work readers look to the author instead of the tutor for help with vocabulary and sounding out of words the author gains self-respect. Knowing that one’s writing is enjoyed by others is a powerful source of pleasure and motivation.
Disadvantages of the free writing method. Some students want and need a great deal of help and support when they write on their own. This works with one-on-one tutoring but is difficult in small groups.
Using language experience to teach reading and writing to adults asks more of the teacher than traditional workbook methods-more time, more energy, more imagination. It requires that the teacher have a firm grasp of phonic skills and sequencing, since no workbook or manual can be followed entirely. Language Experience asks more of students, also. It asks them to participate actively, to share responsibility with the teacher, and to open up channels of communication too long ignored in school. But the rewards are enormous, not only in the development of concrete self-awareness. Instead of struggling through lists of disconnected phonic pattern drills, instead of memorizing the consonant doubling rule for its own sake, instead of keeping “reading and writing what I want” some distance, unattainable goal, students express valuable feelings and thoughts now as the core of learning to read and write.
Taken from Using Language Experience with Adults: A Guide for Teachers by Katherine Kennedy and Stephanie Roeder