Meaning is Everything: Comprehension Work with English Language Learners

I recently read a chapter in Comprehension Moving Forward called “Meaning is Everything: Comprehension Work with English Language Learners” by Nancy Commins (2011).  In this chapter, she explains that educators should focus on the similarities in regards to literacy development between first and second language learners rather than the differences.  She summarized the difference between them with the following statement, “when students are reading in their primary language, text acts as a doorway to meaning and new information ; however, for students learning to read in a second language, meaning is the key that unlocks the door to comprehending the text.” She explains that some of the most fundamental steps towards literacy are the same, such as using cuing systems, reading for meaning instead of just decoding, and the need for gradual release of responsibility.  Reading for meaning is what needs to be emphasized more for ELL students than native English speakers.  All students, but especially ELL students, will be better able to derive meaning from what they read if they have been prepared by discussing big ideas and key vocabulary that is essential to understanding texts.

One of her suggestions is to teach using thematic units.  Even if students have to read different texts, they can all read texts that relate to the same theme.  This enables all students to participate in class discussions and projects.  I have created several thematic units in the classes that I have taken at FGCU.  Two that stand out are the 90 Miles to HavanaUnit (on the themes of bullying and immigration) and the unit I just completed for RED 6544 on Epidemics and Immunizations.  Reading multiple texts on the same theme and having ongoing class discussions related to the theme helps all students to understand their reading more deeply and to make connections, both across texts and between texts and themselves.

Another suggestion that Commins made was to tie text to visuals whenever possible.  This is another example of a commonality between ELL’s and native English speakers – many students are visual learners or can at least understand something on a deeper level when visuals are provided.  Each thematic unit that my reading classes study in the Edge textbook program begins with artwork that relates to the units theme.  Discussing this artwork helps students connect to the text, understand the theme and predict what we will be reading about.  Here is an example of the artwork that the textbook provides, this one relates to the theme “a moment of truth”.

I provide visuals for vocabulary learning whenever possible as well.  I have created bell ringer activities for each chapter of vocabulary that require students to look at a picture and determine what vocabulary word that picture represents.  All students have responded positively to these activities, saying that associating the words with an image helps them learn them.  Here is an example:

 

I also turn my word wall into an opportunity to provide visuals.  After learning words, I have my students create posters that display the word, its definition and a picture that represents it.  Students enjoy making the posters in groups, the process of making the posters deepens their understanding of the words, and they have the word wall to remind them of words they have learned and should be using in their writing.  Here is a picture of my word wall: