early grade reading program design and implementation ... · factors to consider when addressing...

READING WITHIN REACH

11/14/2018 READING WITHIN REACH 1

Early Grade Reading Program Design and

Implementation: Best Practices and

Resources for Success

Webinar series presented by Reading within REACH

in collaboration with the Global Reading Network

November 2018

• This presentation was made possible by the support of the American people through the United States Agency for International Development (USAID).

• It was prepared by Reading within REACH, which is implemented by University Research Co., LLC. (URC). Contract No. AID-OAA-M-14-00001, MOBIS#: GS-10F-0182T) for the Office of Education (E3/ED).

Suggested citation:

Pflepsen, A & Barnes, A. (2018, November 13). Language considerations in early grade reading programs. [Webinar]. In Early Grade Reading Program Design and Implementation: Best Practices and Resources for Success Training Series. Retrieved from: https://www.globalreadingnetwork.net/resources/early-grade-reading-program-design-and-implementation-best-practices-and-resources-success

11/14/2018 FOOTER GOES HERE 2

Acknowledgments

https://www.globalreadingnetwork.net/resources/early-grade-reading-program-design-and-implementation-best-practices-and-resources-success

• This EGR professional

development series was

developed by the Reading within

Reach (REACH) initiative, which

is funded by USAID and

implemented by University

Research Co., LLC (URC)

• REACH supports the Global

Reading Network (GRN)

community of practice to develop

and share research, innovations

and resources related to EGR

programming

• For more information about

REACH and the GRN, visit

www.globalreadingnetwork.net

Webinar presenters

• Alison Pflepsen, REACH Reading

Program Specialist (apflepsen@urc-

chs.com)

• Amy Pallangyo, REACH Technical

Advisor ([email protected])

• Aristarick Lyimo, REACH Training &

Curriculum Specialist:

[email protected]

• Adrienne Barnes, Florida State

University

([email protected])

• Marion Fesmire, Florida State

University ([email protected])

11/14/2018 3

Welcome!

Cover slide photo: FHI 360, Rwanda MCOP (USAID)

• The purpose of this professional development webinar series is to

provide participants with evidence-based information,

guidance and resources to support the design and

implementation of effective EGR initiatives

• Each session is focused on a key technical topic and includes a

summary of research, experiences and best practices to date

• Cross-cutting issues such as gender equity, ICT and inclusive

education are integrated throughout the different webinars

• Issues related to EGR program monitoring, evaluation, scale-up

and sustainability will be addressed as well

• Opportunities for interaction and questions will be provided

throughout each webinar

11/14/2018 4

Webinar series goal, content and approach

• Session 1 – Introduction to EGR improvement (Nov. 1)

• Session 2 – Resources for teaching and learning EGR (Nov. 6)

• Session 3 – Key EGR skills and strategies for effective

instruction and assessment (Nov. 8)

• TODAY! Session 4 – Language considerations in EGR

programs (Nov. 13)

• Session 5 – Teacher professional development and coaching in

EGR programs (Nov. 15)

• Session 6 – From conception to scale: Program design,

expansion and sustainability (Nov. 27)


Webinar session topics and dates

To register or access materials from past webinars, visit:

www.globalreadingnetwork.net/news-and-events/calendar


11/14/2018 6

Language considerations in early grade

reading programs

November 13, 2018

Alison Pflepsen

Reading Within Reach

Adrienne Barnes

Florida State University

11/14/2018 7

By the end of this webinar,

participants will know and be able to

apply learning about:

• How language is a critical issue to

consider and plan for in EGR

programming

• The benefits of teaching children

to read in a language that children

and teachers understand

• Language-specific factors to

consider when designing,

implementing and evaluating an

EGR program

• Policy and advocacy around

language issues and EGL programs

Webinar Objectives

Photo: RTI International, Nigeria RARA (USAID)

• We will provide time

throughout the webinar

to address your

questions and

comments

• Please submit them via

the chat box in Zoom

• Send them to “all

panelists and attendees”


To share your questions and comments


Part 1: Language issues in EGR

programs


• Language and literacy go hand-in-hand

• Many decisions regarding an EGL program are related to language

• Language-related issues are often sensitive and multi-faceted

• Language is a significant factor in providing equitable and inclusive education

• Addressing and integrating language issues is critical to the success of EGL programs

11/14/2018 10

Why is language a critical consideration for EGL

improvement initiatives?

Photo: USAID

Zoom chat with us

• What language-related issues have you encountered in the

reading programs that you have supported?

–What issues do you feel your program has been able to

successfully address?

–What issues do you feel your program has not been

able to successfully address?

• Share your thoughts and experiences in the Zoom chat

Handout 1: Language-related issues in EGL programs


ACTIVITY:

Language-related issues in EGR programs

• A first language (L1), sometimes referred to as mother tongue language, is the language a child learns to speak and understand first

– A person can have more than one L1

– An L1 can be used for different purposes at different times

– L1 proficiency may change over time

• A second language (L2) or other language (Lx) is a language learned in addition to a first language

• Other terms used in some contexts: Dominant and non-dominant languages, official and national languages; home language, language of wider communication

• Language of instruction (LOI) refers to the languages used for teaching and learning


First, a few terms….


Factors to consider when addressing language-

related issues in EGL programming

• Languages and dialects spoken in a geographic area

• Language development, standardization and use

Socio-linguistic context

• Learning and language goals, policies and practices

• Teacher and student language, literacy proficiency

• Instructional time and materials available for teaching reading and language

Education context

• Evidence-based best practices for teaching reading across languages

• Research on teaching L1 and L2/Lx languages

Reading and language instruction

• Attitudes and beliefs related to different languages/ethnic groups

• Parent and community preferences on language use in schools

Stakeholder considerations

Source: Pflepsen et al., 2015


Part 2: Effective approaches for

teaching reading and language


Research and evidence on how literacy and language are most

effectively taught and learned can inform decisions regarding:

– What language(s) to use for literacy instruction

– What skills to teach, and when

– Instructional approaches to effectively teach literacy and

language in a first (L1), and second (L2), or other language

(Lx)

– If, when and how to transition from learning in an L1 to

learning in an L2/Lx


Effective approaches for reading instruction

Reading is different from language learning!

• The language in which a child learns oral

communication is the basis for literacy development

• Children learn to read more efficiently when they

do so in a language they already speak and

understand

Sources: Nation, 2006; Nation & Wang, 1999; Seymour, Aro & Erskin, 2003;

Van Ginkel, 2008

See Handout 2: Benefits of instruction in familiar

languages for additional advantages of using languages

children speak and understand for instruction


Importance of a strong foundation in a familiar

language

• The length of time needed to learn to read in an L1 or

familiar language varies depending on:

– The orthography (written representation of the

language), including level of transparency, number of

graphemes, and other properties

–How much time is available for teaching and learning

–Availability of teaching and learning materials

– The quality of instruction

• With good instruction most children should be able to

read in a familiar language by the end of grade 2


How long does it take for a child to learn to read?

• A solid foundation in L1 reading skills helps children to learn to read another language

• Success in L2 is strongly associated with oral and written proficiency in L1

• Teaching reading in an L2 too early may lead to reduced success or reading failure in both languages

• It’s important to continue to build L1 literacy skills even after an L2 or Lx is introduced

Evidence from Kenya

Research conducted in Kenya supports existing evidence on the importance of children acquiring strong L1 literacy skills.

An analysis of grade 3 students’ reading assessment results found that poor English-language outcomes were correlated with poor reading skills in children’s first, or mother tongue, language.

Source: Piper, B., Schroeder, L., & Trudell, B. (2015)


Relationship between L1 and L2 learning

Sources: Ball, 2001; Center for Applied Linguistics, 2006; Cummins, 2009; August & Shanahan,

2006; Bialystock, 2006; Geva, 2006

• Basic language/ literacy skills and knowledge is the foundation for literacy learning in any language

• L1 skills can be applied to a new language


Transfer of language and literacy skills

Factors influencing children’s

acquisition of a second or

additional language include:

• Properties of languages being

learned

• Time for instruction

• Quality of instruction

• Exposure outside the classroom

Research in India identified specific skill levels students need to

obtain to successfully transfer their knowledge of reading from one

language to another (Nakamura & Hoop, 2014)


Learning to read a second or additional language

Zoom chat with us

1. In the contexts where you work, are evidence-based approaches to

reading and language instruction being used? If not, why? How might

you be able to support their use?

2. Tell us one new piece of information you learned today about

effective approaches to reading and language instruction. Do you

have any additional questions about effective approaches to reading

instruction and language?


ACTIVITY


Part 3: Steps to take to

effectively incorporate language

throughout an EGR program


• Involve stakeholders in

information gathering,

analysis, decision-making

and planning

• Identify learning needs and

advocacy strategies for

different stakeholders and

languages


1. Involve stakeholders throughout the process

Photo: Democratic Republic of Congo ACCELERE (USAID)

For a first-hand account of recent USAID program experiences working

with government on language-related issues, see the presentations from

this GRN webinar from March 2018: “Language Policy, Planning and

Practice in EGR Programs.” Presenters shared experiences from Ethiopia,

Nepal and the Philippines. https://tinyurl.com/languagewebinar

https://tinyurl.com/languagewebinar

• Language policies and practices

• Education and learning goals

• Teacher and student language, literacy proficiency

• Instructional time for teaching reading and language

• Materials available for teaching reading and language

• Past experience planning and implementing language-

related policies and plans for education


2. Become familiar with the country’s educational

context vis-à-vis language

• Conduct a language mapping

exercise in target geographic area

• Determine language “readiness”/level

of orthography standardization

• Identify language dialects

• Learn about language-related

attitudes and beliefs of key

stakeholders (education authorities,

teachers, parents)


3. Become familiar with a country’s sociolinguistic

context

• Handout 3:

Language mapping

experiences and

resources

• Handout 4:

Orthography

assessment tool

• Handout 5:

Orthography

standardization: A

case study from

Uganda

LOI policy and L1 match at 50% level

• Identify children’s oral language proficiency and degree to which it matches official language of instruction (LOI) to inform instruction and program implementation

• Understand levels of teacher-student match


Using language mapping results: Mozambique

Source: Nakamura, P., Rai, N., Davis, D., Carson, K. &

Blankenbeckler, C. (2018)

Take into consideration:

– sociolinguistic context

– language mapping findings

– education and language learning

goals

– orthography readiness

– similarities between languages

– languages for children with

disabilities (sign language, Braille)

– availability of materials and other

resources

– timeline and funding available11/14/2018 READING WITHIN REACH 27

4. Identify languages to be used for literacy and

language instruction

In countries with multiple

languages, consider

staggering the use of

languages for instruction.

Piloting instruction in

select languages can build

support for L1-based

instruction, scale up and

use of additional languages,

as well as identify best

practices and provide

sufficient time for materials

development.

Let’s take a poll!

How many languages are being used for reading

instruction in your country?


ACTIVITY

Reflect and Zoom chat

– Reflecting on the first four steps described in the

previous few slides, what information have you gathered

about the sociolinguistic and educational context? How

did you do so?

–How did the information you gathered inform your

program design and implementation?

–What information gaps do you still have?


ACTIVITY

• Build oral language skills

before teaching reading

• Create a strong

foundation in the L1 or

other familiar language

• Support gradual

transition to learning to

read in L2/Lx


5. Apply best practices for effective reading and

language instruction

Photo: RTI International Egypt GILO

Handout 6: Guidance on

language skills transfer and

supporting instruction for

L2/Lx learners

• Develop scope and

sequence based on

properties of the languages;

align S&S when multiple

languages will be taught

• Identify how language type,

properties and

orthography will affect

content and instructional

strategies


5. (Continued) Apply best practices for effective

reading and language instruction

Reading and Language should

be taught as two separate

subjects:

• In different time blocks

• Using different materials

• Implementing different (yet

synergistic) instructional

strategies

• Identify competency-

based “language

thresholds” in contexts

where children are

expected to learn to

read in more than one

language (see Nakamura

& de Hoop, 2016 for

example)


5. (Continued) Apply best practices for effective

reading and language instruction

Handout 7: Role of

linguistics in content and

materials development

describes language-specific

processes and tools.

Ralaingita & van Ginkel, 2018 &

Pinto, 2018 describe

orthography considerations for

EGR programs.

Engage reading specialists and language specialists

to identify how to most appropriately teach

reading in a specific language!

• Conduct an inventory of available

materials and analyze quality

• Standardize orthography before

developing curriculum and materials (see

case study from Uganda in Handout 5)

• Use software (such as Bloom) to

analyze language, inform scope and

sequence, develop text

• Develop quality control processes

and tools (see resources in Session 2,

including guidance for developing

materials in multiple languages)

• Involve teachers, students,

community members, story writers

and language specialists 11/14/2018 READING WITHIN REACH 33

6. Incorporate language-specific issues in materials

design and use

Handout 8: Language-

specific considerations

for EGL materials

Photo: EDC, Philippines Basa Pilipinas (USAID)

• SIL provides free, online resources to support materials

development, including fonts, language analysis software and

shell books https://www.sil.org/resources

• PrimerPro & SynPhony: Language analysis software

https://software.sil.org/primerpro/ &

https://tinyurl.com/synphonylanguagesoftware

• Multilingual digital libraries: Sources of openly licensed

materials include the Global Digital Library, Bloom library,

Let’s Read! (Asia) and more. See Handout 9: Multilingual

digital libraries


Language-specific resources for developing early

grade reading TLMs

https://www.sil.org/resources

https://software.sil.org/primerpro/

https://tinyurl.com/synphonylanguagesoftware

Teachers should:

• Be able to fluently speak, read and write in the language of reading

instruction

• Be knowledgeable about the orthography, sound structure and spelling

patterns of the language in which they are teaching reading

• Understand and be able to apply evidence-based best practices for

teaching children to read

• Be knowledgeable about and able to apply strategies for teaching a

second or other language, if required

• Be respectful of the language (and language speakers) they are teaching


7. Incorporate language in teacher PD

• Assess teacher language and

literacy knowledge, skills and

practices (see next slide)

• Include language-specific issues and

instructional strategies into

teacher PD

• Provide teachers with TLMs in the

appropriate languages

• Provide opportunities for teachers

to improve their literacy and

language skills if needed11/14/2018 READING WITHIN REACH 36

7. Incorporate language in teacher PD (continued)

Photo: RTI International Nigeria RARA (USAID)

• Informs teacher PD, materials development and content, teacher placement

• Requires thoughtful planning and appropriate tools

• Findings should be used only for the purpose of informing EGL program design and PD


Assessing teacher language knowledge, skills & practices

Handout 10: Assessing teacher language and literacy skills

Photo: EDC, Rwanda L3 (USAID)

Share with us

–How has your reading program addressed and

incorporated language issues with respect to teacher

professional development? Have you assessed teacher

language and literacy skills?

– Share a few thoughts with us before we move on to the

next section….


ACTIVITY

• Language should be a specific

focus of MERL

• Programs should:

– Disaggregate reading outcomes

by language being learned

– Disaggregate results by

students’ L1/home language

– Report language-related results

appropriately

– Assess teacher language skills

Examples of language-related

research

• What is children’s reading

progression over time?

• What are skill-specific thresholds

for L1 to Lx learning?

• What skills and instructional

strategies are more effective for

certain languages?

• What strategies are most effective

in multilingual classroom contexts?


8. Incorporate language into EGL program

monitoring, evaluation, research and learning (MERL)

A longitudinal study of children in Guatemala (conducted under the USAID-

supported Lifelong Learning project) compared expected versus actual

trajectories in children’s L1 and L2 reading skills.

The results were used to develop policy and practice recommendations to

improve literacy and language instruction.


Assessing bilingual reading trajectories

Source: Maldonado, S. & Rosales, L., 2018

To build awareness and obtain

consensus:

• Engage in targeted & sustained

communication and advocacy

• Involve stakeholders in research

and discussions about language-

related issues

• Provide learning and professional

development opportunities

• Use briefs, radio and television

and other media to reach specific

groups


9. Communication and advocacy on language issues

Source: Creative Associates, 2018

Handout 11: Policy Brief:

Transition to English

Reflect and Zoom chat

– Reflecting on the key steps just presented, which have you conducted? Which did you find to be most challenging? What was most successful?

– What guidance can you offer others about steps to take and factors to consider with respect to EGR programming?

The following resources

provide additional

guidance and support:

Handout 12: Strategies for

addressing language-related

issues in EGL programs

Handout 13: Language in

EGR programs: Key

activities, questions and

considerations


ACTIVITY

• Language applies to all aspects of EGR

improvement so it’s critical that stakeholders

understand the issues and plan appropriately

• Take time to understand the context and the

evidence; engage in a collaborative process to build

consensus

• Ground decisions in evidence and best practices

• Monitor, evaluate and adjust what you are doing as

needed


Key takeaways

Check out this resource on the GRN website, as well as others listed in the “Resources and References” document for this session

Planning for Language Use in Education: Best Practices and Practical Steps to Improve Learning Outcomes (2016)

Download at:

https://globalreadingnetwork.net/eddata/planning-language-use-education-best-practices-and-practical-steps-improve-learning-outcomes


For more information

https://globalreadingnetwork.net/eddata/planning-language-use-education-best-practices-and-practical-steps-improve-learning-outcomes


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11/14/2018 46

To contact the presenters:

Alison Pflepsen

Reading within Reach

[email protected]

Adrienne Barnes

Florida State University

[email protected]

Global Reading Network

[email protected]

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