ESL in Reading: Critical Analysis of an existing unit of reading materials

ESL in Reading: Critical Analysis of an existing unit of reading materials

ESL in Reading: Critical Analysis of an Existing Unit of Reading Materials Name Institution Date ESL in Reading: A Critical Analysis Teaching reading skills to students whose first language is not English is a challenging task, mainly due to the structural, contextual, and other differences between English and other languages.
Introduction
The most common approach in teaching students English as a second language (L2) is to define their reasons for learning, set aims and objectives for lessons, and implement the plan. In addition, the teacher should analyze the approach for effectiveness and efficiency mainly by taking various assessment approaches to students (Hedge, 2000). Depending on the English literacy of students and other contextual factors, the teacher should use appropriate texts to teach students the English language; many factors determine the viability of a text for use at a metalanguage level. Some of these factors include the legibility, ability to hold the students’ interest for long periods, and the use of characters, episodes and other factors in the text with which students can relate. In this case, The Wonderful Wizard of Oz by Lyman Frank Baum is the text of choice for teaching secondary school level L2 students (Grabe and Stoller, 2002). This report will discuss common strategies and the teacher’s approach to teaching reading skills, assumptions the teacher made in designing the approach; and comment on the quality and effectiveness of The Wonderful Wizard of Oz as a text for teaching L2 students. Finally, the report will make recommendations on the various aspects of teaching reading skills among L2 students……………………………..