Graded Readers as Communication Springboards in the English as a Foreign Language Classroom

Andrea Luján Esposito; Natalia Andrea Feliú

Authors

Andrea Luján Esposito Universidad CAECE
Natalia Andrea Feliú Universidad CAECE

Keywords:

graded readers, communication, notice boards, visual aids, sentence starters

Abstract

This research focused on describing how graded readers may enhance communication skills in learners aged 11 to 13, possessing an A2 level of English, according to the CEFR (2001), in two private schools in the province of Buenos Aires, who have trouble in effortlessly and fluently transmitting their own thoughts. Action research was carried out for this purpose. Qualitative data after a carefully planned scheme was collected in the form of observers’ reports, recordings and journals which was later thoroughly analyzed. The findings showed that the display of the right visual aids containing prefabricated chunks of language while working with graded readers at the right level of comprehensible input, dealt with in a friendly environment, enhanced learners’ participation and boosted communication. Learners managed to successfully express their thoughts in a more articulate manner with the aid of sentence starters and vocabulary banks. This action research showed graded readers may become a good point of departure to meaningful communication as it was noted that learners spoke more English as lessons advanced.

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Author Biographies

Andrea Luján Esposito, Universidad CAECE

Andrea Luján Espósito es Licenciada en la Enseñanza del Idioma Inglés ( UCAECE), Profesora del idioma Inglés (CONSUDEC). Se desempeña como profesora de nivel secundario y terciario. Es coordinadora del Departamento de Inglés en el Centro Educativo Loreto. Administra exámenes de nivel de inglés, nacionales e internacionales. Se dedica a investigar sobre la adquisición del inglés en las distintas edades escolares, a través de la literatura, ofreciendo a los estudiantes diversas oportunidades, como colonias de inmersión al idioma, viajes al exterior, concursos, entre otros, para favorecer el aprendizaje de la lengua extranjera.

Natalia Andrea Feliú, Universidad CAECE

Natalia Andrea Feliú es Licenciada en Enseñanza de Inglés (UCAECE), Profesora de Inglés (ISP Joaquín V. González) y se encuentra realizando la Especialización en Innovación Tecnológico-Educativa (UCAECE). Actualmente se desempeña como profesora de inglés de nivel inicial y primario y es Vicedirectora del Nivel Primario (a cargo del Departamento de Inglés) del Instituto Educativo Bilingüe "Centro Cultural Haedo". Administra exámenes nacionales e internacionales de nivel de inglés. Se dedica a investigar sobre los diferentes enfoques que favorecen el aprendizaje del idioma extranjero y sobre el rol de la literatura en el proceso. Brinda asesoramiento y capacitación a estudiantes y docentes de inglés de los niveles inicial y primario.

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