Lectured by: Oktriani Telaumbanua, M.Pd. TEACHING READING Lectured by: Oktriani Telaumbanua, M.Pd.

6. Native-Speaker Teachers and Non-Native Speaker Teachers Jacinta Thomas was a professional teacher of English from India. Many years, there is a sense of injustice and inferioty between non-native speaker teachers and native-speaker teachers because of superioty of the native speaker. The value of a teacher depends not just on their ability to use a language, but also on their knowledge about the language and their understanding of how to facilitate both that ability and that knowledge in the minds of their students. 6. Native-Speaker Teachers and Non-Native Speaker Teachers

Good native-speaker teachers are worth their weight gold. Continued...

Continued... Some advantages of non-native speaker teachers: They have often had the same experience of learning English as their students are now having, and this gives them an instant understanding of what their students are going through. They are able to maximise the benefits of L1 and L2 use in the ways (see Chapter 7). They are frequently considerably more familiar with local mores and learning styles than visiting native speakers are. Continued...

Continued... Some advantages of native speakers: They often have the advantage of a linguistics confidence about their language in the classroom which non-native-speaker teachers sometimes lack-indeed, it may be differences in linguistic confidence which account for some differences in teaching practices between the two groups. A native-speaker teachers’ ability to communicate effectively in the students’ L1 has a positive rather than a negative effect in much the same way as multilingual classess provoke inter-students communication in English. Continued...

c. Native-speaker teachers are often but not always seen in a positive light by their students (which can have a good effect on motivation), by their non-native colleagues. Continued...

David Charless reports, “There are a number of reasons why primary schools can be a positive site for NET/LET peer teaching in Hongkong/collaboration”. Continued...

Available teachers who can use the language and know about it is the quality of their teaching that counts, not where they come from or how they learnt and acquired English. Continued...

Chapter IV: Teaching Reading

Reading is an essential skill for learners of English as a second language and as the most important skill to master in order to ensure success not only in learning English, but also in learning in any content class where reading in English is required. By reading learners can progress greater development in all areas of learning. Continued...

1. Background to the Teaching of Reading What is involved in reading? How do we make sense of printed material? 1. Background to the Teaching of Reading

a. Silent Reading? Continued...

b. Reading Processess Continued... Bottom up Phonics approach Top down Interactive

2. Principles for Teaching Reading Exploit the reader’s background knowledge  the reader’s background knowledge can influence reading comprehension  background knowledge includes: life experiences, educational experiences, knowledge of how texts can be organized rhetorically, knowledge of how one’s first language works, knowledge of how the second language works, and cultural background and knowledge. 2. Principles for Teaching Reading

Reading comprehension can be significantly enhanced if background knowledge can be activated by setting goals, asking questions, making predictions, teaching text structure, etc. Incorrect background knowledge can hinder comprehension, Continued...

2. Build a strong vocabulary base  vocabulary instruction can be enhanced by asking 3 questions: What vocabulary do my learners need to know? How will they learn this vocabulary? How can I best test to see what they need to know and what they now know? Continued...

3. Teach for comprehension  in reading instruction programs, don’t focus on testing reading comprehension only but on teaching readers how to comprehend to monitor comprehension can be done by verifying predictions being made are correct and checking the readers are making necessary adjustments when meaning is not obtained. cognition = thinking, metacognition = thingking about our thinking  to teach for comprehension by monitoring their comprehension processess and able to discuss with the teacher/felow readers what strategies they use to comprehend. Continued...

Questioning the aouthor is an excellent technique for engaging the students in meaningful cognitive and metacognitive interactions with text and for assisting students in the process of constructing meaning from a text. g Continued...

4. Work on increasing reading rate  language learners can read but much of their reading is not fluent  to improve the students reading rate and develop their reading comprehension skills, the teacher’s effort to assist must be balanced with the focus not to develop speed readers but fluent readers while reducing their independence on a dictionary and relying on reading skills. Continued...

5. Teach reading strategies  strategies are the tools for active, self-directed involvement that is necessary for developing communicative ability strategic reading means not only knowing what strategy to use, but knowing how to use and integrate a range of strategies. Continued...

6. Encourage readers to transform strategies into skills strategy is conscious actions that learners take to achieve desired goals or objectives, while skill is a strategy that has become automatic  e.g. Guessing the meaning of unknown vocabulary from context can be listed as both a strategy and a skill in reading text. Introducing and practicing how to use context to guess the meaning of unfamiliar vocabulary , it is a strategy; but the ability to guess unfamiliar vocabulary from context becomes automatic, move from using a conscious strategy to use an unconcscious skill. Continued...

7. Build assessment and evaluation into your teaching  qualitative assessment includes reading journal responses, reading interest surveys, and responses to reading strategy checklist, while quantitative assessment involves information from reading comprehension test and reading rate data. Continued...

8. Strive for continuous improvement as a reading teacher  reading teachers as facilitators, helping each reader discover what works best  good reading teachers teach students what to do actively by understanding the nature of reading process  reader does not mean to be a teacher of reading. The last....

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