Teaching Methods
Because Common Core and standardized testing continue to influence World Langauge teaching methods, reading instruction has been thrust to the forefront of what we do. Reading has become an important part of second language instruction.
Teaching reading is often out of a language teacher’s element and many teachers are not comfortable implementing reading into the curriculum. And if reading is added in the classroom, it is generally because it is forced upon us by the administration or by the district office.
Incorporating Reading into ASL Classrooms
The challenge for implementing reading into the ASL classroom is that there is no written form of the language. This poses a challenge because using written forms of literature and culture readings in the classroom takes away from communication opportunities. However, the reading can help students gain more knowledge about the Deaf community, their culture, and their way of life.
Challenges of Reading Instruction
Many World Language teachers have not been formally trained in reading instruction. So the thought of incorporating reading into the classroom can be intimidating. A few challenges that face teachers are:
- Finding appropriate reading material
- Connecting the reading to the current unit of study
- Knowing how to assess understanding of the material
- Knowing how to connect the reading to communication
- Finding time to cover the reading material
- Keeping students engaged with the reading
- Getting students to actually read the material
Solutions to the Challenges
Problem: Finding appropriate reading material
Let’s face it. There is limited reading material out there for the modern-day ASL student. Most books are archaic at best. The information in them is still relevant but it is difficult to get student buy-in to material that was written twenty-plus years ago.
To solve this problem try having students read in groups. Prepare discussion questions ahead of time to help narrow the focus of what you want students to learn from the material. You can also use more current material by using online articles and condensed reading texts. These tend to be shorter and more manageable for students. They are also easier to fit into your daily lesson plans.
Problem: Connecting students to the material
Getting student buy-in is always difficult. To solve this problem shorten the text into smaller more manageable chunks of information. Teacher-created text is always a good choice. Many teachers find it a good idea to write their own material. Since you know your students best, you can create text to ensure that students are getting information that is appropriate for their level of study and that it matches the current themed unit.
Problem: Knowing how to assess
It is often hard to know if our students are understanding the material and if they can connect it to what they are learning in the class. Some good ways to check for understanding are:
- Socratic seminar
- Culture discussions
- Create infographics
- Student-made videos that summarize what they learn (can be in the target language)
- Draw a picture
- Use critical thinking questions for response
- Breakout rooms
Problem: Connecting the reading to the material being taught and communication
This is something that can’t always be done. But if you are using the reading as a way to learn about the Deaf community and teach vocabulary, try to find or make reading texts that match your goal.
Problem: Finding time to get to the reading
Let’s face it, finding time for reading on top of everything else that needs to be done is almost impossible. To resolve this, send the reading home as homework and do quick quizzes the next day to keep students accountable. Also, as mentioned above make the reading shorter so that it is manageable to complete in the classroom if sending home homework is not an option for you.
Problem: Keep students engaged in the reading
To keep students engaged in the reading, make sure it is age-appropriate. Also, make sure reading does not last for too long. If possible only incorporate reading a few times a week, not every day. This keeps it fresh for students and the teacher. Try using different strategies like popcorn reading, partner reading, or choral reading. Also, you can have students read then present what they read to their partner in the target language. Changing it up will keep students interested longer.
Problem: Getting students to actually read the material
Ugg. This can be a battle, especially if you are sending reading home for homework and not completing it in the class. If you use the strategies listed above, create texts that connect to students and keep the reading to a minimum, students should read the material. Also, using the quick quizzes and activities that are geared toward a grade will help with accountability.
After Reading
After students read it is a good idea to have some activities ready to check for understanding and to see what students know. There are a number of ways to do this. A good way to get student buy-in is to give choice activities at the end of the reading. Give students the opportunity to be creative for post-reading activities.
- Draw a scene
- Use graphic organizers
- Do a gallery walk
- Go digital with Storify
- Station rotations
- Google docs individual or shared summary
- Act out a scene
- Create a skit
- Blog posts
Other Thoughts
Sometimes reading can be done simply by students finding their own articles online or in professional journals. All public libraries give cardholders access to their online research and databases. More and more school campuses have this access. Check with your librarian. What you can do is create a culture topic like this Miss Manners packet and have students find an article to read in order to support their answers.
Summary
While not all ASL teachers will agree with reading in the classroom, we need to realize some enjoy it. Some are even required to do it. Through engaging activities students and teachers will learn more about the community, culture, and language through reading.
Check out my short reading journals in my store.
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