Portable Assisted Study Sequence (PASS) Program

Particular characteristics of American language and culture have an effect on the experience of an English learner in acquiring literacy. For instance, the ability to read and understand the 500 most frequent words in the English language can help students fluently "word call" up to 75% of school texts (Lewis, 2000). However, the grouping and configuration of these words can present obstacles to understanding, such as in the use of phrasal verbs, (e.g., used to, bad better, go to go) verb tenses, predicate adjectives, and numerous syntactical, grammatical, and other linguistic issues.

Also problematic for English Learners is the use of idiomatic language such as slang and familiar phrases (e.g. no matter what, might as well, and get your hopes up). Students may well understand each of the high frequency words used in these common phrases individually and yet unable to grasp the entire meaning (Lewis, 2000).

In addition, social and cultural aspects which may restrict true literacy are the lack of prior experience with concepts and the knowledge of basic assumptions, or "universal truths", on which American culture is based. Each of these presents particular challenges for students from different cultures and backgrounds who may not have prior knowledge of the experiences which are part of American society, such as "ecology", "civil rights", and "individualism", or with implicit assumptions about culture such as marriage, property, education, or gender roles (Lewis 2000).

What is required of English Learners educators concerned with authentic literacy is not only knowledge of instructional strategies pertaining reading and writing, but also an understanding of student's native language and culture. Teachers must also bear in mind that as students acquire a new language, they rely on their personal experiences and understandings from the perspective of their primary language and culture. Teachers of English also need to be aware of the social aspect of language acquisition and provide ample opportunity for interaction in the classroom setting. Only then will students be able to negotiate the encounter between their native language and their new language. The goal of educators is to encourage and cultivate the ability to use English literacy as a vehicle for each student to successfully navigate a new and diverse world.

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	American Language
		Particular characteristics of American language and culture have an effect on the experience of an English learner in acquiring literacy. For instance, the ability to read and understand the 500 most frequent words in the English language can help students fluently "word call" up to 75% of school texts (Lewis, 2000). However, the grouping and configuration of these words can present obstacles to understanding, such as in the use of phrasal verbs, (e.g., used to, bad better, go to go) verb tenses, predicate adjectives, and numerous syntactical, grammatical, and other linguistic issues. Also problematic for English Learners is the use of idiomatic language such as slang and familiar phrases (e.g. no matter what, might as well, and get your hopes up). Students may well understand each of the high frequency words used in these common phrases individually and yet unable to grasp the entire meaning (Lewis, 2000). In addition, social and cultural aspects which may restrict true literacy are the lack of prior experience with concepts and the knowledge of basic assumptions, or "universal truths", on which American culture is based. Each of these presents particular challenges for students from different cultures and backgrounds who may not have prior knowledge of the experiences which are part of American society, such as "ecology", "civil rights", and "individualism", or with implicit assumptions about culture such as marriage, property, education, or gender roles (Lewis 2000). What is required of English Learners educators concerned with authentic literacy is not only knowledge of instructional strategies pertaining reading and writing, but also an understanding of student's native language and culture. Teachers must also bear in mind that as students acquire a new language, they rely on their personal experiences and understandings from the perspective of their primary language and culture. Teachers of English also need to be aware of the social aspect of language acquisition and provide ample opportunity for interaction in the classroom setting. Only then will students be able to negotiate the encounter between their native language and their new language. The goal of educators is to encourage and cultivate the ability to use English literacy as a vehicle for each student to successfully navigate a new and diverse world.

American Language