This is where it ends: I still can't play those pianos.

It's the last week! week 14

Ok, so this is the last workshop of the semester... I suppose it would be appropriate to reflect upon the whole TLISS experience I’ve had this semester, but where do I begin? Firstly, sitting on fake plastic chairs that don’t directly face the front of the room for three hours can be quite uncomfortable. I’ve learnt a few ways to overcome this by the 12^th week by contorting my body into all sorts of alternating positions and stretches. Too bad such skills will no longer be required. I should probably move onto more important issues raised in this lesson. After viewing the video conference recording presented by Stephen Krashen. I was left with some questions about our approach to teaching language in schools. Krashen bases his argument on the results of many studies that indicate a marked improvement in overall literacy skills in students who are given opportunities and encouraged to read in their own time. I have no arguments against the advantages of reading and encouraging reading for literacy development. However, when it come to the practical aspects of teaching literacy skills and running a classroom an over emphasis on reading is not practical. All efforts are already put into place to allow students to have sustained silent reading time, however, other forms of learning need to be put into place to meet assessments. While it would be nice and rather idealistic to offer students as much time as possible for them to read, other tasks need to be put in place. Skill building exercises are still required to gauge learning and at the end of the term, teachers are still required to meet assessment targets. For this reason, the idea of enabling more time for free reading during classroom hours does not work. It would be ideal, however, teachers struggle with too many external pressures. That being said, I acknowledge the merit of allowing more reading as a way to extend literacy skills. Personally, I enjoy reading, however, my enjoyment comes from the fact that I rarely find the time to read on leisurely basis. However, when I am given ample time, I seldom read more than a few articles. It would be safe to assume that not all students will enjoy reading even if they are given the means to do so. Students do need guidance and in an environment such as a library where so much freedom is given, it may be difficult for some students to use that time effectively.

One of the practices that I have witnessed on my practicum is ‘Look Cover Write Check’ LCWC. After hearing Krashens argument, I question the effectiveness of LCWC on students ability to learn new words and spelling. In this case, I can see where prolonged exposure and encouragement to read different texts would allow students to slowly learn new words over time. Much like verbal language, exposure and usuage usually means adoption. So does this mean there are better ways to teach spelling that LCWC? I would like to know if there is, simply because I would like to teach in an ESL environment and it seems as if LCWC is common practice in those classes.

I suppose at the end of the day we have to look at the whole idea of light reading. As Krashen puts it, “Light reading is not the answer, light reading is a bridge.”