A long-held belief by some about language and literacy development for multilingual learners is that they learn each domain in a somewhat sequential manner: listening comprehension is followed by speaking, then students are ready to read and finally write.
We need to dispense with this notion.
While it is true that multilingual learners need to develop oral language to improve their comprehension of reading and their ability to write – one cannot understand or use words that have no meaning – we certainly do not have to wait until multilingual learners reach a certain level of oral English proficiency to teach reading and writing. In fact, the integration of reading and writing is instrumental in fostering a holistic language learning experience, enhancing language proficiency, and facilitating meaningful communication.
In a blog on the topic, literacy expert Tim Shanahan discusses research demonstrating that writing about reading improves comprehension and learning more than reading alone, rereading, and reading and discussing.
There are other benefits specifically for multilingual learners with respect to the interplay between reading and writing. Some include:
- Enhanced Language Proficiency
One of the primary advantages of teaching reading and writing concurrently is the development of comprehensive language skills. English learners benefit from the exposure to written language structures, vocabulary, and discourse patterns while reading. They can then apply this knowledge to their writing, creating meaningful and grammatically sound texts. By actively using and producing language in both forms, learners enhance their overall language proficiency.
2. Improved Comprehension and Expression
The reciprocal relationship between reading and writing allows learners to deepen their comprehension skills while also honing their ability to express themselves effectively. When students read, they learn to decode and understand texts, while writing enables them to encode their thoughts and ideas into written form. These processes reinforce each other, fostering a deeper understanding of language and the ability to communicate fluently – a goal for all students.
3. Contextualized Learning
Simultaneous teaching of reading and writing provides a contextualized learning experience for multilingual learners. Rather than isolating these skills, which can lead to fragmented language learning, this approach immerses students in authentic language contexts. Learners encounter real-world language use in reading materials and have the opportunity to create their own texts, mimicking the communicative situations they will encounter in everyday life.
3. Increased Motivation
Engaging learners in reading and writing activities simultaneously may boost their motivation (see examples below). Reading provides learners with exposure to a wide range of texts, allowing them to explore different genres, topics, and writing styles. When students can respond to these texts through writing, they have a more personal and creative outlet for expression, which can be highly motivating.
4. Skill Transfer
Teaching reading and writing together encourages the transfer of skills and strategies between these two domains. For instance, when students analyze the structure of a text they are reading, they can apply the same analytical skills to their own writing. This transfer of skills enables learners to become more versatile and adaptable in their language use.
One of our favorite ideas for integrating reading with writing, as well as speaking and listening, is called SQP2RS or “Squeepers” (Video explanation is found here). It is most effective with expository text, which is often the most challenging for multilingual learners. Students survey a piece of text for just one minute and, in partners or small groups, then write questions they think will be answered by reading the text. Next, students make predictions based on the questions they generated. Then the text is read and afterward students engage in the respond stage where they work together to decide whether their predictions were confirmed or disconfirmed. At this point, students will be able to write a summary of the text, including the key content topics that were discussed.
Here are a few additional ideas for integrating reading and writing:
Fiction
Use stories to integrate tasks that require students to read a text and then respond in writing. For example, after reading a short story, have students write a summary, a personal response, and alternative ending, or a creative continuation of the story.
Journaling
Encourage students to maintain reading and writing journals. In their journals, they can record their reactions to texts they read, summarize key points, compare/contrast events to their own lived experiences, or write reflections on their reading experiences. This practice helps learners make connections between their reading and writing activities and is naturally differentiated since it is done at their level of language proficiency.
Peer Feedback
Capitalize on peer collaboration by implementing peer review and feedback sessions in which students read and provide constructive comments on each other’s writing. Peers might ask questions that help the writer fill in gaps in their written product. This process not only enhances writing skills but also fosters reading skills, as students critically analyze their peers’ texts.
Writing Prompts
Provide writing prompts that are directly related to reading materials. For instance, ask students to write a letter from the perspective of a character in a story they read or to create a diary entry for a historical figure they encountered in their reading. Writing prompts have been popular for ages but it’s important to link the prompt to the reading for maximum learning.
Finally, the following is a powerful example of the capabilities of multilingual learners when reading and writing activities are intertwined, when teachers have high expectations and use instructional practices that make content understandable and support students’ academic progress.
Award-winning teacher, Emily Francis , author of the book, If You Only Knew, teaches high school newcomer students who have been in the United States for less than one year. From her extensive experience working with multilingual students she says:
I refuse to believe that “writing domain” is “the last to develop” for MLs. With a comfortable environment, scaffoldings, comprehensive input, compelling text, interaction with the text, discussions, intentional support, groups, repetition, and teacher feedback…they CAN write!
Here are some impressive examples of her students’ writing.
Teaching reading and writing together with multilingual learners is an approach that is rooted in research, offering numerous benefits for language acquisition. It promotes comprehensive language skills and, importantly, empowers learners to comprehend and express themselves effectively as demonstrated by Emily’s newcomer students.