When it comes to supporting an L2 learner on his quest for English literacy, there are some things that an educator can do to help along the way. As Grabe points out, a student’s working memory is critical in language acquisition and literacy. Educators must be careful not to overload this working memory while at the same time creating educational opportunities that make salient the important processes needed in increase fluency. A constant delicate balance, educators must also address the associative component of Adaptive Control of Thought Rational (ACT-R) by giving their students repeated and extensive exposure to print while at the same time employing scaffolding an...
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...be very beneficial to the growth of a child. Furthermore, some of the support methods mentioned above can be implemented and modeled so that parents can have some ideas as to what to do at home to foster growth. If nothing else, communicating with home the most concrete portions of literacy, such as vocabulary would be a good place to start. Creating and sending home high frequency word flash cards might not only be beneficial for the students but also might help their parents develop a higher level of proficiency as they work with their children at home.
Clearly the concept of literacy is a net that encaptures so many components. It would be naive to believe that on the very first cast of the net everything needed for full literacy will be caught. But with time and patience an L2 learner can attain the same level of literacy as their native speaker counterparts.
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