Language Experience Approach

With the learners’ experience as the source of the teaching and learning material, Language Experience Approach emphasizes on promoting reading, writing, speaking and listening of the target language and requires the learner to develop language skills through active involvement in specific activities that “contextualize language, integrate skills, and point toward authentic, real-world purposes”(Brown, 2007). LEA was initially developed for native English-speaking children and later on adapted for Maori-speaking children in New Zealand as a technique for literacy development (Cairney, 2008), but more recently LEA has been used in the field of SLA with learners of diverse linguistic backgrounds.

Ⅰ. Features of LEA

Firstly, LEA is as diverse in practice as its practitioners. Nonetheless, some characteristics remain consistent (Hall, 1970). “Materials are learner-generated.” The essence of LEA is to create teaching materials and help learners to learn from their own vocabulary, language patterns, and background of experiences. Therefore, the difficulty and complexity of vocabulary and grammar totally depend on the learners’ own language use. Since reading texts are culled from meaningful activities closely related to the learners’ life and interests, the learning material is definitively personalized, interesting and creative. LEA distinctively meets two criteria recommended by Krashen and Terrell (1983) for determining whether reading materials are appropriate for L2 learners: The reading must be 1) at a comprehensible level of complexity and 2) interesting to the reader. In LEA,

Secondly, although LEA was developed primarily for the improvement of reading skills, it has been proved to an integrated approach, which works effectively in developing learners’ listening, speaking, and writing skills as well. Being able to communicate in English is the general goal of each second language learner. The cultivation and emphasis on communicative competence in classroom is essential for L2 learners, especially for EFL learners since they seldom get chance to practice their oral and listening skills after class. LEA includes listening and speaking in all most every aspects of the learning process as we will see in the design of it. Recommended LEA activities include peer discussions, responding to literature, shared writing, etc. The cultivation of communicative competence and integration of the four skills in LEA perfectly serves the needs of L2 learners.

Thirdly, LEA is appropriate for learners at various levels of English proficiency. L2 learners possess different levels of proficiency in the various competencies of the target language, which makes it challengeable for teachers to facilitate instruction that effectively meets the needs of each individual student. LEA relies on prior life experiences or prior knowledge of the learners. The learning text is collaboratively generated. There are various following-up activities based on learners’ proficiency level, which help refine and extend learners’ literacy skills. LEA offers teachers an instructional framework for meeting learners at their (proficiency) level and helping them use their strengths as speakers and listeners to build reading and writing skills (Dixon & Nessel, 2008). Thus, LEA serves as a valuable reference for teachers.

Ⅱ. Design of LEA

1. Objectives, role of teacher, role of the learner

The goal of the LEA is to facilitate the development of integrated skills of a target language through learner-generated and authentic texts relevant to learners’ personal experiences.

In LEA, the teachers are seen as an organizer and facilitator in a LEA class setting. They provide clear instructions about class activities, form the class into groups and encourage leaner to actively participate. During transcription part, teachers also work as transcriber. They should be responsible to create a positive atmosphere to support collaborative learning and conduct a good piece of writing during the revising and editing process and they should also work like a tutor during editing process. In LEA, learners’ own personal experiences are used as the resource of learning. They are the self-directors and evaluators. The learners dictate their experiences in the target language as well as evaluate the content and form of the language through self-direction at the beginning steps.

2. Procedures of LEA: There are five basic stages in the LEA (Taylor, 1992; Meyerson 2006):

(1) A Shared Physical Experience: The process begins with sharing a physical experience--something that the class does together, such as a field trip or other hands-on activities, which will inspire students to express their thoughts utilizing any prior experience which they might have had. Sharing a sequence of pictures about a story or watching a movie can also provide the prompt. The physical experience will be what the learners talk and write about.

(2) Creating the Text: Before creating a text, the class might group-up and conduct planning activities like brainstorming, mapping, listing, or sequencing ideas. The teacher will stimulate or focuses the discussion by asking 5W1H questions. The class would work together to develop a written account based on their experience and discussion. Learners take turns volunteering information and contributing to the story. The teacher would transcribe the student’s words on the computer or chalkboard. (To “transcribe” means to write down exactly what the learner has to say. This technique keeps the focus on the content rather than the form of what is written and provides concrete evidence of the learner’s language growth over time (Heald-Taylor, 1989). Formal correction will be done later as part of the revision process.) There are opposing ideas about how the transcription should be conducted. In order to be authentic, some teachers believe that they should record exactly what the students have said, even if it is not correct. Other teachers say that a teacher should model a learner’s words correctly (changing pronoun reference or verb form) because students want to use English correctly and that writing down mistakes reinforces the mistake. Writing the learners’ words correctly often better serves the learners’ needs.

(3) Reading & Revising: After the transcription, the teacher would read the written text back to the class for confirmation, focusing on key words and phrases. Then the learners can read the text on their own and discuss it. The learners will get a chance to revise or edit the text (additions, corrections, elimination). The teacher will help create the final version of the written text by making suggestions and changes.

(4) Reading and Rereading: The teacher will read the final version of the text first to model fluency and accuracy and answer questions of learners’. Then learners would read and reread in unison and then individually.

(5) Extension: Various language and literacy activities beyond rereading can be performed based on the written text. For lower-levels, the teacher might have students copy the story themselves, select words from the story for vocabulary, or sound-symbol correspondence activities, make illustrations etc. More advanced learners may write something on a similar topic or read other texts related to the topic etc.

Ⅲ . The Main Advantages of LEA

The most impressive aspect of LEA is that the learners produce reading texts in response to first-hand experiences at their own levels of proficiency. Learning texts with familiar words and ideas are more accessible than pre-prepared textbooks, which will help motivate and encourage learners to be more active participants. According to Diane Larsen-Freeman, LEA “ applies the principles of Whole Language: the text is about content that is significant to the students, it is collaboratively produced, it is whole, and since it is the student’s story, the link between text and meaning is facilitate”(Larsen, 2000). Meaning texts based on real life not only reinforce learners’ understanding of the meaning of the language but also develop the immediate relevance between the texts and the reality.

Language Experience Approach incorporates the cognitive, emotional, and physical aspects of learners. The various activities such as storytelling, role-playing in LEA help extend the learners’ creativity. Through concrete experience including mistakes, achievements and consequences, learners discover the language principles in a unique way they feel comfortable with, which is conducive to sustaining motivation to learn the target language. LEA encourages personal initiative, direction and self-assessment in the learning process. It allows the learner to experience the ownership in language learning, which not only motivate the learners but also help them develop their thinking and autonomous learning abilities.

Multi-sensorial and memorable activities under Language experience approach help students internalize their knowledge. Pupils’ participation in the vivid activities that follow on the stories - especially the artistic activities - may improve their level of English and enhance their enjoyment (Sahakian, et al., 1999 as cited in Walis, n.d). Positive experience also makes learning fun and interesting.

The process of writing is gradually demonstrated to learners in the extending steps of the LEA: brainstorming, writing, revising and editing. It is important to emphasize that the learners work cooperative ly with the teacher and other school-fellows on the written work, thus the process of writing is more interactive and appealing to the learners in contrast to individual writing and re-writing, which will contribute to the development of learners’ academic writing skills, in terms of the accuracy and appropriateness.

There are many other advantages under LEA such as the free and opening classroom atmosphere, development in cooperative learning ability etc. Although many scholars believe in the value of LEA, there exist many criticisms in LEA.

Ⅳ. The Main Disadvantages of LEA

Firstly, it is not helpful with inexperienced learner. Many L2 lower-levels do not have previous educational or literacy experiences of the target language which makes it impossible for them to reflect on the experience orally. Despite the encouragement and emphasis on participation in LEA classroom, some beginners or lower levers might not participate in the discussion and the contribution to the learning text due to limited language proficiency or lack of confidence while more advanced learners might take control of the entire learning process.

LEA begins with a shared physical experience or appropriate stimuli, which would take very long to compile. The immediate and concrete experience might also be problematic and unrealistic (Miettinen, 2000). All these would slow down the learning process. LEA also requires teachers to take time to encourage reflection of experience. This is not only time-consuming, but requires the creation of a relaxed classroom and skillful questions to facilitate the learners. Instructors’ support will be easily confined due to time limit.

It is recommended that the teacher should transcribe exactly as the students dictate it, without any correction of grammar or vocabulary (Taylor, 1992). However, L2 learners might create problematic sentences, which would not even make sense. As Moustafa states in The Reading Teacher: the problem with this (LEA approach)...is that speakers in the early stages of English acquisition characteristically dictate text that is limited and syntactically incomplete (Moustafa, 1987).

The course outcomes may automatically focus on the process of the activities and learners’ behavioral domain and thus lose the focus on real learning process. Negative experiences on the activities might also hinder future learning and build negative emotions for the learner.

Ⅴ. Conclusion

Overall, LEA is a literacy development method which combines the integrated language skills and help learners achieve language proficiency through learning materials based on their own experiences. LEA can be effective in language teaching. Meanwhile, it also has several drawbacks which need to be modified. Moustafa suggested it is possible to preserve the advantages and avoid the disadvantages of LEA for limited English speakers by combining LEA with comprehensible input in a new method: Comprehensible Input PLUS the Language Experience Approach (Moustafa, 1987). This combined approach successfully avoid the disadvantages of LEA for limited English speakers to some extent according to Moustafa’s teaching experience with two intermediate grade, limited English speakers using CI + LEA for language arts instruction. The outcomes of the CI + LEA still need to be verified and researched. As we can infer from the researches on the major approaches and methods in language teaching, there is no single method or approach that is perfect and meets the need of all individual learner. While through proper combination and modification of different language teaching approaches and methods, the learners’ need can be better served. As language teachers, we should always explore effective teaching methods to stimulate learning and intellectual growth in our students.

References:

[1]Brown, H. D.2007. Teaching by principles: An interactive approach to language pedagogy. (Third ed.). White Plains, NY: Longman.

[2]Cairney, T.(2008) The Language Experience Approach (LEA)”. Literacy, Family and Learning.

[3]Dixon, C. N. & Nessel, D. (2008): Using the Language Experience Approach with English Language Learners Corwin

[4]Hall, M. A.(1970).“Teaching reading as a language experience.” Columbus, OH: Charles Merrill.

[5]Krashen, S. D., & Terrell, T.D.(1983):The natural approach. Hayward, CA: Alemany Press

[6]Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the  classroom. Upper Saddle River, NJ: Merrill Publishing Company.

[7]Larsen F. D. & Anderson. M. (2000): Techniques and Principles in Language Teaching. Oxford University Press. P143

[8]Meyerson, M. J. (2006) Language Experience Approach: Strategies for Struggling Readers and Writers, D.L. Kulesza, (32-33)

[9]Moustafa, M. (1987): The Reading Teacher: Comprehensible Input PLUS the Language   Experience Approach: A Longterm Perspective. 41(3) 276-286 International Reading Association

[10]Miettinen, R. (2000). The Concept of Experiential Learning and John Dewey’s Theory of Reflective Thought and Action. International Journal of Lifelong Education, 19(1), 54-72.

[11]Wanis. W. The Language Experience Approach: Therory and approaches to teaching Young learners. P222

[12]Taylor, M. (1992) The Language Experience Approach and Adult Learners.

[13]Van Allen, R. & Halversen, G. (1986). The Language Experience Approach to Reading

Instruction. Ginn and Company

【作者簡介】张子婵，天津财经大学珠江学院，硕士，研究方向：第二语言习得，语言迁移现象，跨文化交际。