Mastering Written English: Strategies for Language Learners

Posted on Jan 31, 2025 in Other civil servant exams

**Unit 8: The Written Foreign Language**

Approximation, Maturing, and Perfection of the Reading-Writing Process

This essay aims to study the processes of learning to read and write in both first and foreign languages. For this purpose, the topic will be divided into three different parts. First, a distinction between writing and speech will be made. Second, I will consider how to read and write the first language. Finally, I will also underline how to read and write in a foreign language. To conclude, I will compile the main conclusions and the bibliography used to develop this topic.

Legal Framework for Foreign Language Learning

As far as foreign language learning is concerned, the legal framework is the Organic Law 2/2006 of Education, 3rd May, modified by the Organic Law for the Improvement in Educational Quality, 8/2013, 9th December. Section XII of its preamble establishes that “the command of a second or third language has become a priority in the Education field, as a consequence of the globalization process we live in”.

One of the most relevant aspects of the Organic Law for the Improvement in Educational Quality is related to the Order ECD/65/2015, 21st of January, which establishes the relation among the key competences, contents, and evaluation criteria in Primary Education.

On the other hand, the Royal Decree 126/2014, 28th of February, establishes the Minimum Teaching Requirement for Primary Education and it states in article 7, Objective F “to acquire basic communicative competence, in at least, one foreign language to enable expression and comprehension of simple messages and survive in everyday situations”.

In addition, the Order EDU/519/2014, 17th of June, modified by the Order EDU 278/2016, 8th of April, which establishes the minimum contents for Primary Education in the Autonomous Community of Castilla y León.

Bearing in mind all these legal references, I will start mentioning the differences between oral and written language:

1.1. Differences Between Oral and Written Language

  • The most obvious one is the physical form: Speech uses the form of air-pressure movements and written language uses graphs that are marks on a surface.
  • Speech is immediate, dynamic, transitory, and interactive, whereas writing is static and permanent, and there is no interaction between the addresser and the addressee.
  • Writing is permanent and it has unique features. The grammatical structure is more correct and organized, and the ideas should be clear.

Written English has a big problem: the discrepancy between the oral and the written forms. On the other hand, talking about the pedagogical implications, oral language is easy to acquire and it should be introduced earlier while written language is characterized by the correction of its structure. So, spelling exercises are important. Moreover, the graphic features of writing make it the slowest skill to acquire. And it is also important to organize the ideas when writing.

2. Approximation and Improvement of the Reading-Writing Process

2.1. Initial Stage of Learning to Read in English

Teachers have to cope with English orthography and support reading by developing print awareness like displays, questions written in English that can link to classroom routines, T-shirt or food labels written in English, reading big books, or designing flashcards.

2.2. Later Stages

As pupils become more confident in reading their own language, they use reading to learn. They are often introduced to new vocabulary or grammar through reading, often illustrated to support the pupils’ understanding. A learning-centered approach to reading uses activities in a three-stage model: pre-, while-, and post-reading. Reading to learn activities which are meaning-focused are referred to as DARTS: Direct Activities Related to Texts. Another activity could be the reconstruction of texts, which are modified by the teacher so that pupils can match parts, sequence parts, predict the next part, or fill in gaps. Reading awareness activities are helpful to reinforce the idea that reading is used for a variety of purposes. For example, asking pupils to notice similarities and differences among genres or text types.

2.3. Learning Process of Writing

The preparatory stage is when the child acquires the basic mechanisms of handwriting and spelling. In the consolidation stage, the writing is still personal, colloquial, situational, and context-bound.

For example, in the initial stage of the early levels, copying provides opportunities to practice handwriting, learn new vocabulary, develop confidence in English spelling, and practice simple sentences. But as English spelling is difficult, it is important to remember that a multi-sensory approach is the best method for all young learners. There are many spelling games such as hide and seek, noughts and crosses, or the hangman.

To support the writing classroom: we should develop an awareness of environmental print, have special letter days, create a post office, use personal picture dictionaries with unknown words, decorate the classroom with many examples of English writing, and so on.

Finally, writing in the later stages should be encouraged for a specific context and audience. So, it is important for teachers to create many opportunities to do so. The teacher can suggest personal activities like diaries, shopping lists, reminders, recipes; or activities to socialize as thank you letters, invitations, congratulations, text messages, or instructions.

3. Reading Skill

The reading skill is a complex active process in which the meaning of graphs should be decoded. Reading objectives can be: fluent reading, aloud and silently, reinforcement of other oral skills, and acquisition of vocabulary. The students, therefore, have to develop some reading strategies like skimming (obtaining the general idea of the text), scanning (locating specific information), understanding in detail, deducing, predicting, and recognizing function and discourse patterns. Our job as teachers is to reactivate these skills which learners have in their own language.

3.2. Material

In our reading classes, teachers should carefully select the material which can be authentic and non-authentic material like texts adapted to the learner’s age, level of English, and interests as stories, letters, advertisements, maps, charts, etc. Success in understanding is essential for the students’ motivation.

3.3. Reading Stages

  • Pre-reading stage: Consists of motivating the students by relating the topic to their personal experiences. Some activities for this stage can be to identify the topic, to predict information, and to answer general questions.
  • While-reading stage: Consists of giving the students a purpose to achieve. For example: getting the general idea of the text or searching for specific information. It is also important to practice word recognition through associating the visual form with the word.
  • Post-reading stage: The main objective is to provide practice of the language. These activities involve integrated skills such as answering comprehension questions, summarizing, discussing the topic, and writing a similar text.

4. Writing Skill: From Interpretation to Production of Texts

Developing writing skills should move from the spelling level to more complex tasks that involve students in the production of guided and free texts. Practicing some strategies like writing words and elementary linguistic forms correctly (grammatical competence), writing appropriately according to the context (sociolinguistic competence), and writing with coherence (discourse competence).

Current English language teaching takes into account real-world writing. Teachers should bear in mind the students’ age and interest in writing. The teacher can provide the students with activities like writing lists, addresses, diaries, recipes, notes, seasonal greetings, instructions, letters, songs, games, or jokes.

4.3. Writing Strategies

Writing strategies bear the following implications: writing is a dynamic process, there must be a reason for writing, the topic should focus on the students’ age and interests, the other skills should be integrated and students should be involved in the correction of their written work. Not only must we teach the learner to write words properly, but also to write their ideas with coherence.

The strategies to follow when teaching writing are:

  1. Copying: We can practice it with games such as crosswords, the hangman, listing words.
  2. Controlled practice: Is acquired with activities like parallel writing, dictations, reading comprehension, consolidating grammar, sentence-linking activities, translating.
  3. Free production: With communicative activities as writing messages, describing pictures, summarizing, filling in forms, writing for fun, guided composition, or project work.

4.4. Correcting Written Work

It is important to decide if it is a mistake or an error when we see something wrong. Errors must be seen as positive evidence of the learning process. First, the correction procedure indicates mistakes so that the students can correct them, and then, the teacher should explain the mistake and set written exercises, for example, to find the mistakes activity or a multiple-choice task.

5. Conclusion

I would like to say that our current Educational System establishes that learning a language has a practical objective, which is to be able to communicate in that language. Written language teaching must be, therefore, approached from a communicative point of view. The students should be able to write correct linguistic forms, according to their level of competence, and to express ideas, feelings, etc., in appropriate situations.

Bibliography

  • COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
  • EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal.
  • GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
  • HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)
  • NUNAN, D. (2010): Language Teaching Methodology. University Press.

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