Topic: Using the LEA to promote literacy development in L2 learners

Article: Bridging Authentic Experiences and Literacy Skills Through the

Language Experience Approach

Abstract: Although the research base is small on adult English language learners
(ELLs) who are learning English while also acquiring basic literacy, this research
can still guide instructional practices. The essential components of reading skills
suggest that the Language Experience Approach has the potential to integrate
relevant meaning-focused reading with the instruction of basic reading skills. An
example using the Language Experience Approach with low literacy ELLs is
provided.

Link to article: https://eric.ed.gov/?id=EJ1047378

Huang, J. (2013). Bridging Authentic Experiences and Literacy Skills through the Language Experience
Approach. Journal of Adult Education, 42(1), 8-15.

Takeaways from the article

● When there is limited literacy in L1, it can be extremely difficult to acquire English and
literacy skills in L2
● CLD students provide us with various experiences and special knowledge which is a rich
resource for learning.
● Students are more motivated to learn when the content is applicable to them-using real-
life materials and authentic activities impact the literacy practices of ELs
● LEA builds upon the learners four language domain skills (reading, listening, speaking,
writing)
● LEA allows the teacher to further expand reading skills with follow up activities
● LEA creates meaningful experiences for students and allows them to use their own
vocabulary and language patterns to create a text that is enjoyable for them and
interesting.

What is the LEA?

● Using shared experiences to create a shared piece of text

● Promotes reading and writing through the use of personal experiences
● The goal is to use the students’ own vocabulary, language patterns, and experiences to
create a piece of text that is meaningful and enjoyable for them to read.
● 5-6 basic steps to follow
 The Language Experience Approach
Using shared authentic experiences to create a meaningful piece of text that
students can later revisit

What are the benefits of LEA?

● Fosters an amazing discussion among students and promotes oral language

development
● Teachers learn more about their students
● Students make connections with each other
● Teachers are able to incorporate their students’ funds of knowledge into
their content
● From students rich personal experiences, peers are exposed to a wonderful
learning opportunity
● Students acquire new vocabulary
● Students learn to associate oral and written language together
● Students are producing the language!
● It’s totally customizable!

When can I use LEA?

● Great for students with limited literacy in their L1 and low level in L2
● Wonderful for newcomers!
● Can be used across all grade levels, even adults
● Can be used in all content areas

Steps to follow:

❏ Provide an active learning experience

❏ Can be a field trip, use of visuals, or simulation
❏ Students can also talk about whatever they want!
❏ Pre-teach the vocabulary
❏ Talk about the shared experience!
❏ Gather students in a group and the teacher generates the questions.
❏ Use scaffolding methods to plan out ideas, webs, graphic organizers,
and sequencing
❏ Dictation
 ❏ The teacher records what the students say
❏ Repeat what the students have written
❏ Re-read and edit
❏ The teacher will read the text aloud to the class
❏ Putting emphasis on key vocabulary
❏ Re-visit the text and expand off of it
❏ Besides rereading the text, many other literacy activities can be used

Language and literacy activities

Beginner/Intermediate Advanced

Have students copy the story Link the new reading to a shared
experience

Match vocab words to definitions use the group-produced text as

the basis for individually written
texts about the same topic or
about a similar experience

Cloze-text exercise

Unscramble sentence activity

Make a storybook!