A Better Way: Teaching English from the Ground Up

Abstract

Having clearly exposed the problems inherent to learning word identification skills in second languages using a typologically distinct script from the learners’ L1, including discussion of the origins of the problems and the extent to which they can negatively impact L2 literacy acquisition, the author now turns to how to instruct the requisite word-level processing strategies which will enable all Chinese L1 students of English to better approach learning to read English. Key principles for teaching foreign language literacy learning strategies are introduced together with targeted pedagogical practices designed to assist students at all levels of L2 proficiency to develop word identification processes that are maximally efficient for the foreign language orthography, and not merely an erroneous overextension of L1 reading habits. In this way, Chinese L2 learners of English will be fully equipped to develop fluent English literacy skills.