ENG 345: Week 7

            In Brown chapter 20, it talks about teaching reading. He starts off talking about the difference between bottom-up and top-down processing and some of the other research that has been done on reading in a second language. He then talks about all of the different genres of written languages and the characteristics. The differences between written language and oral language are permanence, processing time, distance, orthography, complexity, vocabulary, and formality. Some of the reading strategies for comprehension that Brown talked about are similar to reading comprehension in a person’s native language with emphasis on different things. There is more emphasis on visualizing what written words say and previewing the text so the readers know what and why they are reading. Brown also explains the SQ3R sequence which is survey, question, read, recite, review as a strategy that all second language learners should do before they read a text. Overall, chapter 20 had some really great strategies on how to teach reading to second language learners and why it is important. It is good to keep in mind that students read differently in their first language and in their second languages as well as the different types of texts they are reading.

            In Brown chapter 21, it talks about teaching writing. The chapter is very similar to chapter 20 and gives a lot of different strategies. Brown first talks about writing in second language learning and the different types of texts in different languages. In most texts there is a point, but in different languages and cultures there are different ways of getting to that point. Brown talks about English usually having a direct way of getting to the point whereas Chinese writers usually “spiral” around the point. Although that was Kaplan’s study, many people did not really agree with him. Brown goes on to talk about the different principles for teaching writing skills such as connecting reading and writing, provide authentic writing, balance process and product, and prewrite, draft, and revise. Brown ends the chapter with giving some examples of writing activities and describing how a teacher can assess writing. Students have a lot more to think about writing in their second language rather than their native. A key component to both chapters is the different emphasis on reading and writing that second language learners need to focus on. Also, reading and writing is something that is taught and it is not natural. Teachers should keep that in mind as they give out writing assignments and reading materials for their class.