Role of Parents FM3 3 8/12/2014 Role of Parents Facilitator to - PDF document

8/12/2014 Making Reading the Power to Learn Mandarin Dr Aw Guat Poh Asst Prof, National Institute of Education guatpoh.aw@nie.edu.sg Reading and Children  Children read for meaning  Reading  Generates curiosity and imagination  Prepares the child for print materials and future literacy skills  Encourages language and cognitive development 1

8/12/2014 Family Reading  Promotes affectionate time between parents and child  Shares the pleasure of reading  Provides opportunities of communication between parents and child I HATE CHINESE !!! Second Language Learning Challenges faced by L2 Learners  Affective Filter Motivation, self-confidence vs. effective learning  Acquisition-Learning + Monitor Acquiring and learning a language; monitoring one’s learning  Input + Natural Order Language environment for inputs; Understanding the form of a language (Krasten's hypotheses) 2

8/12/2014 Second Language Reading  Procedures for L2 Reading Decode Input Encode Output (Reading) (Comprehend) (To Express) (Switch) L2→L1 L1→ L2 L2 L2 L2: Second Language L1: First Language What can I do ? Parents, YOU are important! Mentor Role of Parents FM3 3

8/12/2014 Role of Parents  Facilitator  to select suitable books  to read the book first to identify challenging vocabulary;  to identify main language points; Role of Parents  Motivator To alleviate affective filter:  To motivate  To provide encouragement ( lots! )  To help to boost child’s self -confidence Motivator (Krasten's hypotheses) Role of Parents  Monitor  To monitor the reading process and provide guidance when necessary 4

8/12/2014 Role of Parents  Mentor  Be a reader yourself to set good example  To inculcate the good habit of reading  To be able to discuss questions raised during reading or post reading Mentor Factors to consider when choosing children’s books Age Gender Group Individual Language Interest Choose books to suit age groups  5 year-olds: 《小象阿福》 respond to physical and psychological characteristics; perceives themselves as heroes, believes that physical strength is the ultimate truth.  10 year-olds: 《点》 respond to honesty, responsibility and justice; focus on “good boy/girl” role models. (Liu Lan: Master Classes of Leadership) 5

8/12/2014 Characteristics of Male readers  Visual spatial  Books with illustrations  Technology  E-books, reading online http://www.qbaobei.com/html/story/tstory /index.htm  Facts and information  books about history, science and technology. 《求助 犬》  Competitiveness  read along with siblings Individual Interest  Tap on readers’ prior knowledge and life experience  Animals-related stories  Problems-solving stories  Funny stories 《谁在我的头上嗯嗯》  Avoid stories with direct moral ethics message 《鳄鱼怕怕》 Language  Comprehensible  Repetitive sentence structures (Lower)  Continuous content  Suitable font size for different age groups  Sufficient illustrations 6

8/12/2014 Guidelines for choosing the right books  Interesting, humorous, imaginative  Prior knowledge/experience  Authentic materials — content and language — local settings 怕什么  Good illustrations d ì w ǔ g è d à w è i b ù k ě y ǐ 第 五 个 大 卫 不 可 以 sh ǔ xi ǎ o d ì de l ǐ w ù w ū p ó y ǔ m ā o 鼠 小 弟 的 礼 物 巫 婆 与 猫  HOW to read ? Reading Process  Pre-reading  Tools: Dictionary, a selection of suitable books for child to choose from  Preparation: Parents to read the book first for challenging vocabulary; identify the main language points; discuss some aspects of the book first before reading  Mentality: Unconditional reading (read only for interest); the same book could be read again and again 7

8/12/2014 Reading Process  Pre-reading  Parents’ company: to alleviate affective filter, (to help to boost self-confidence for young children), to explain contents of the book when necessary, to get child to explain/elaborate. Reading Process  Post-reading  Activities/games: related to the story (need not be language-based), re-write, Q & A, pyramid game etc.  Repetitive reading: reading the same book over and over again. (Lower)  Presentation: drama, finger puppets, voice- recording (Lower)  Sharing and Discussion: feelings about the protagonists/story (Upper) Reading Process  Post-reading  Librarys/bookshops: frequent visits to library and bookshops to inculcate long-term reading habits.  Examples: 1) 友谊企业有限公司 ( Friendship Bookstore) (Bras Basah Complex, #03-07/11 ) 2) Popular Bookshop 3) Kinokuniya Bookshop (391b Orchard Road #13-06 Ngee Ann City Tower B) 8

8/12/2014 Reading Process  During reading  Cultivate 3 Good Reading Habits: To infer from given illustrations; to deduce LOOK from the forms of Chinese characters; to infer from the rest of the paragraph. Think about the words that you have learnt or you THINK have heard. ASK To ask a someone or to “ask” a dictionary. Guidelines for family reading Yes! No! Take your Rush through time Read for Lecturing/ entertainment Punishment Read for Read for quality quantity Allow games Solemn and fun reading Conclusion: Key points for Lower Primary Reading  Select picture books with good text and illustrations  Read with them  Parents can read aloud to children and vary reading styles (read straight from text; talk about the illustrations; tell the story with no reading)  Challenge children’s imagination with questions and guide them to infer from illustrations or use guided questions  Read their favourite books over and over again. 9

8/12/2014 Thank you abaolaoshi@gmail.com 10