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Braille For Esl
Braille For Esl
Presented by Betty Nobel Dept. Head, Program For The Visually Impaired Vancouver Community College
Background
I have been teaching Braille for 28 years I have taught students from countries such as Japan, the Sudan, Viet Nam, Cuba, Togo, Gabon, etc.
A majority of the students I have taught had had some basic Braille knowledge and were literate in their own language. Some were not literate and had no knowledge of Braille. Most students were in their twenties or thirties, but some were older.
Braille Readiness
I have used Braille readiness materials from the Read Again series. I have taught tracking skills using the materials created by Sally Mangold. Readiness materials could be used by all students without much difficulty.
A Different Approach
Teach the person their name first. Teach the names of concrete objects in the room. Teach five words each lesson. Examples: table, chair, hat, coat, book. Use flash cards for these words. Students need to learn to recognize the word but not the letters. You can use contractions for the concrete words. This is a word recognition activity.
Teach the alphabet as you normally would and do letter recognition of single letters, pairs of letters and then three letter words. Once you have introduced the first twelve letters of the alphabet you will have opportunities to work on pronunciation using three letter words to introduce short and long vowel sounds. Example: bad, dad, fad. Each word has a short a sound, the same ending sound but different initial letters. Can you think of any other examples?
Introduce the letter m. Then you can introduce long vowel sounds by adding the letter e. Example: bad bade add ade lad laid mad made Use a line of words that all have the same sound such as bake, cake lake make. Continue to teach words for concrete objects regardless of the contractions they use.
Other Activities
Once the entire alphabet is learned, you can introduce punctuation and numbers by using simple sentences such as: I am a student. I come from the Sudan. My name is ---. My address is -- My phone number is ---
Writing Activity
Write simple stories about every day events. My name is Bobby. I get up at 6 oclock every morning. I get dressed. I eat breakfast. I brush my teeth. I walk to the bus stop. I take the bus to school.
Writing Cont.
Now change the way you write the story. He is Bobby. He gets up at 6 oclock. He gets dressed. He eats breakfast. He brushes his teeth. He walks to the bus stop. He takes the bus to school. It is good Braille and English practice for the student to read and then copy the stories in Braille.
Resources Cont.
Composition Practice Book 1 A Text for English Language Learners THIRD EDITION Linda Lonon Blanton University of New Orleans New Orleans, Louisiana THOMSON HEINLE Copyright 2001 Heinle, a division of Thomson Learning, Inc.
Resources Cont.
What A Life Stories of Amazing People, Beginning Milada Broukal Addison Wesley Longman, Inc. A Pearson Education Company. Pearson Education, 10 Bank Street, White Plains, NY 10606 2001 by Addison Wesley Longman, Inc.
Resources Cont.
What a World 1 Milada Broukal Pearson Education 10 Bank Street, White Plains, NY 10606 Copyright 2004 by Pearson Education, Inc.
Acknowledgements
I would like to thank the Canadian Braille Literacy Foundation for their generous support of this project. I have consulted with the Kazen program in Seattle. Sylvia Kashdan has been very helpful. The Kaizen Program website is http://www.nwlincs.org/Kaizen/index.htm Some of their work has been to help mainstream teachers of ESL to successfully integrate students who are blind or low vision into their classes.