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2 Language Experience Charts
Language Experience Charts help the students to have guidance in recording experiences and background knowledge. Sometimes in order to help the students
when they find difficulty in organizing the information, the teacher gives several pieces of paper consisting of patterns of language and activities, such as observation,
notes and interviews. In each chart, there is a specific language pattern and a vocabulary development to be learned.
d. Three Stages of Language Acquisition
Language acquisition should be carried out with appropriate instruction in order to gain maximum language competence. Students vary in their needs and
abilities of learning English. Somehow, the same reading program cannot be applied in any heterogeneous group of learners. There are at least three stages of language
acquisition which are based on students’ ability to use English Dixon and Nessel, 1983: 4.
1 The Stage 1 Students
Stage 1 students have no oral English ability. They have limitations of general English language skills. Therefore, the instructional program should be able to
facilitate them in learning to understand and speak simple English. The emphasis should be on teaching vocabulary and expressions which are directly related to the
student’s daily life, to the people, objects and events encountered in school and at home. Stage 1 students demonstrate the important role of oral language experience
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since reading instruction begins only after the student has gained confidence in using oral English.
2 The Stage 2 Students
Stage 2 students may be children, adolescents or adults. They partially have some English language skills and some others have familiarity with a written
language. They are able to conduct simple conversations in English and make good progress towards understanding spoken English. Additio nally, the students will have
good response to reading instructions. A sequential plan for developing reading skills may be used with the Stage 2 students, incorporating another variation of the LEA.
There are four steps conducted at Stage 2. First, the teacher and students construct the basic reading material through dictation. Second, sight vocabulary is developed by
asking the student to use the familiar words of the dictated story. The emphasis on word learning activities at Stage 2 is greater than at Stage 1. Third, the teacher
supports and accepts the student’s English statements and adjusts the activities and schedule to promote success. Finally, while developing reading skill, the teacher has
many opportunities to assess oral language needs in order to plan continuing oral English lessons.
3 The Stage 3 Students
Stage 3 students are often adolescents or adults and also a number of children. These students are generally more self-confident, can handle a somewhat more
demanding program which emphasizes reading skill and various concepts which are
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presented in content area study. The teaching plan is based on the student ’s dictated story. The teacher then helps the students reconstruct ideas so that the story presents
the common English usage standards. Reading skill and oral language ability are developed together.
3. Instructional Design Models
