Principles and Methods: Language Experience

• Use the sequence of beginning lessons in this handbook or in an E.S.L. text to begin teaching English to monolingual students.
• When the child can speak with some fluency, record some free oral language. The child may talk about an experience, his country, his family, or an interesting picture he chooses--the important thing is that real communication is attempted. The teacher may ask questions to stimulate, but should avoid criticism or correction. Take note of the child's strengths and weaknesses.
• Transcribe the recording, noting the date and name of the child. Draw red boxes around errors. Underline in green correct uses of language previously taught. This is for your records and need not be shown to the child.
• Formulate a plan for further lessons based on the child's demonstrated needs. Treat errors that affect meaning before lesser grammatical errors. Note the child's needs for structure, vocabulary and pronunciation lessons. For example:

It looking like a dog.	Structure: simple present tense
That man is think.	Pronunciation: "n" vs. "nk".
The door is fat.	Vocabulary: "wide"

• As often as possible, use language children have produced as a basis for constructing lessons, drills, games and activities.
• Teach reading skills with language experience stories you have corrected. Child reads what he has previously said. Note difficulties and teach skills. When the child can read the story, write words on flash cards and see if he can recognize them. Recombine these words into different sentences. Ask comprehension questions.
• Use language experience stories as a basis for written activities, including spelling, controlled composition, unscrambling and answering questions (true-false, comprehension, matching and multiple-choice).
• Record another language sample and repeat the process.

The transition into prepared reading materials such as basals can be made when the student has mastered most of the basic structure of the English language. Although grade level material will be too difficult at first, it is best not to place a child in a low reading group if he can proceed faster. Also, rather than ask a child to complete all materials to catch up with the class, diagnose skills and comprehension difficulties, and reinforce or teach to weak areas. Some foreign students are excellent at decoding and may not need all the skills lessons. Encourage students to ask for explanations of words they don't understand and maintain a list of vocabulary words for study.

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