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Adopting developmental literacy continua
Olga Steklova
I teach English as a second language (ESL) to elementary students at International School Bangkok (ISB), Thailand, where English is the medium of instruction. ISB has close to 2,000 students representing more than 40 nationalities. Over 60% of the students are nonnative English speakers. Native and nonnative speakers are immersed in English across the curriculum. About one third of nonnative English speakers receive additional support through our ESL program in order to achieve the English-language proficiency necessary to participate independently in all academic areas. Developing solid language skills of all our students involves a partnership between ESL and mainstream teachers. They co-teach, plan together, and engage in professional learning in order to promote literacy and language development for all students. One of the major initiatives of ISB in the area of literacy is the adoption of reading and writing developmental continua.
The following article is the result of my reflection on the process of adoption, purpose, and value of literacy continua for diverse educational settings.
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Adopting developmental literacy continua