This comment is rather typical among English Language Learners. Newcomers struggle with reading as their English proficiency is low and their vocabulary is limited. However, most of my students are long-term ELLs, which means they have been in the program (and/or the country) more than seven years. The latter were labeled LEP (Limited English Proficient) often upon entering Kindergarten with little to no knowledge of English, and despite being fluent in social and instructional English, their academic language is still weak and thus are identified as such. This language deficiency causes them to be clearly overwhelmed by all the unknown words they are continually exposed to and naturally will be turned off to reading. Add the short attention span of a typical teenager and you know reading is not likely to be on their list of hobbies and interests. And this hostility toward reading is not solely an ELL issue, but it's actually an epidemic aggravated by the multimedia overload brought about by the Information Age.
Now let's be clear that I am certainly no foe of technology. Quite the contrary, I embrace it wholeheartedly and seamlessly integrate it into all areas of my curriculum. There are days that my English language lessons strongly resemble my Business Education days. I'm always teaching students about a new website or a new shortcut to a familiar tool. Nevertheless, it is imperative for all students, ELLs or native speakers, to have strong reading skills.
So back to the comment about reading. As I reflect on the how to engage students in reading and instill in them a love of reading, I thought to myself, "what is reading anyways" and with that, I turned to dictionary.com. As I reviewed all seven definitions of the word reading, I was struck by the fact that the word "book" is never mentioned. However, when we teach and/or assign reading, particularly in English Language Arts, it's usually book reading. Likewise, when we think of liking (or disliking) reading, most of us think of books. Interesting. Next, I analyze the various definitions of the word and made the following observations for each one.
- The action of a person who reads. Most teens (and some adults) think of reading as a boring, passive activity when in fact it isn't, or at least it shouldn't be.
- Speech, oral interpretation of written language. Speech is not silent, so why should reading be?
- Interpretation of a dramatic part or musical composition. Drama and music do indeed complement literacy, but the connection is seldom there. Perhaps adding drama and/or music to reading time will spice up things.
- The extent to which a person has read; literary knowledge. Reading should not be about the amount of time per day or how quickly we read, but about the knowledge we soak up.
- Matter read. It's about substance, not skill. In other words, "content".
- The form or version of a given passage. This brings me to think about interpretation and application of what we read, not to mention how the reading selection impacts us. It makes me think that perhaps if there's no impact, then it really is an exercise in futility.
- An instance or occasion. A moment in time. When we are highly engaged in our selection, the world around us can crumble and it wouldn't even faze us. We mentally travel with the content.
I'd like to end by adding #8 to the list of definitions: "Creating pictures in our minds". As I read with my students, I often ask, "what are you picturing in your minds?" We all know that if a picture isn't playing, they are just looking at words and therefore, they aren't reading. Which is perhaps why they dislike it.