E70|多语言学习者的阅读科学与史蒂夫·阿姆登博士

大家好，欢迎收听《教学识字》播客。

Hello, and welcome to the Teaching Literacy Podcast.

我是您的主持人杰克·唐斯。

I'm your host, Jake Downs.

这是一档致力于将识字研究转化为实践的节目。

This is the show where we work to bridge literacy research into practice.

如果您是新听众，我是犹他州立大学的助理教授，很高兴您能收听第70期节目。

If you're new here, I'm an assistant professor at Utah State University, and it's great to have you here for episode 70.

如果您喜欢本播客的内容，欢迎您在Apple播客或您收听节目的任何平台为我们留下评价。

If you appreciate what you hear on the podcast, I would appreciate it if you leave us a review on Apple Podcasts or whatever wherever you listen to the show.

将本集分享给朋友或同事，是帮助更多人发现本节目的最佳方式。

Sharing the episode with a friend or colleague is the best way to help folks find the show.

那么，让我们进入本期内容。

So let's get to this episode.

阅读科学如今似乎无处不在，但它真的是为所有人服务的科学吗？

The science of reading seems to be everywhere right now, but is it the science of everyone?

尽管许多州已经通过了关于阅读科学的立法，但很少有州包含针对多语言学习者的条款。

While many states have passed legislation on the science of reading, far fewer have included provisions for multilingual learners.

这意味着在许多情况下，学校和教师只能独自应对这一复杂领域。

This means that in many cases, schools and teachers are left on their own to navigate this complex terrain.

今天，我们的嘉宾将帮助我们拨开迷雾，为您带来关于多语言学习者阅读科学的研究成果。

Today, our guest is helping us cut through the noise to bring you the research on the science of reading for multilingual learners.

他的名字是史蒂文·阿门杜姆博士，他是特拉华大学识字教育教授。

His name is doctor Steven Amendum, and he is a professor of literacy education at the University of Delaware.

在那里，他担任教育学院院长，并与同事乔纳森·基特尔和克里斯蒂娜·布德合作。

And there, he is director of School of Education as with colleagues Jonathan Kittle and Christina Budde.

他是最近一项研究的合著者，该研究综述了30项关于K-5课堂中多语言学习者阅读教学的系统性回顾。

He's the coauthor of a recent study that reviewed 30 systematic reviews related to reading instruction for multilingual learners in k five classrooms.

他还是Bella项目的创始人，这是一个基于证据的专业发展项目，旨在培训教师掌握针对多语言学生的高效阅读教学方法。

He's also the creator of Bella, an evidence based professional development program that trains teachers in highly effective reading practices for their multilingual students.

我们期待从阿门杜姆博士的专业知识中学习，节目结束后，请继续关注杰克对这一主题的见解。

We're looking forward to learning from doctor Amendum's expertise, and after the show, make sure to stick around for Jake's Take on the topic.

史蒂文·阿门杜姆博士，欢迎来到《识字教学》播客。

Doctor Steven Amendum, welcome to the Teaching Literacy Podcast.

谢谢你的邀请，杰克。

Thanks for having me, Jake.

很高兴能来到这里，期待今天与您交流。

Thrilled to be here and looking forward to talking with you today.

我对这一集非常期待，因为与多语言学习者合作特别富有活力。

I'm very excited about this episode because working with multilingual learners is extra dynamic.

这确实是一个额外的挑战，但同时也为教师带来了巨大的机遇。

It's an extra challenge, but there's also so much opportunity there as well for teachers.

为了帮助我们理清当前对多语言学习者的认知，他们目前在学校中是如何被支持的？教师通常是否觉得自己已做好准备来支持多语言学习者？

Just to get our minds going to frame what we currently know about multilingual learners, how are they currently supported in schools, and do teachers typically feel prepared to support multilingual learners?

是的。

Yeah.

很好的问题。

Great question.

就目前的支持而言，我觉得我们正处在一个历史时期，这种情况正在迅速变化。

I in terms of current support, I feel like we are at a time, a period in history where that seems to be changing rapidly.

我认为人们可能熟悉的一点是，最近撤销了关于支持多语言学习者的关键指导文件。

I think one of the things that people are probably familiar with is the recent rescinding of the key guidance documents around supporting multilingual learners.

因此，我认为这可能会给各州带来更大压力，迫使它们现在必须认真思考如何在本州学校中支持多语言学习者。

And so that, I think, is probably putting more pressure on states to really take the lead now in thinking about how they will support multilingual learners in their schools.

随着联邦指导方针的变化，各州真的需要思考本州可能已有的以优势为导向的项目，特别是如果联邦对某些项目——如双语教育、针对多语言学习者的实证干预措施、双语项目准入——的资金被削减的话。

With the changes, I think, in federal guidance, states are really gonna have to think about, like, asset based programs that they may have in their states, especially if federal funding is rolled back for some of those things, bilingual education, evidence based interventions for multilingual learners, access to dual language programs.

我认为这可能导致各州之间的支持方式变得更加不一致。

I think that has the potential to to be more inconsistent across states now.

但话虽如此，由于各州在ESSA框架下有责任报告多语言学习者的情况，大多数州仍对支持多语言学习者提供了明确的指导。

But all that said, I think because of their responsibilities to ESSA that states have in reporting on multilingual learners, there has been a really clear guidance in most states to supporting multilingual learners.

各州实施这些支持的方式各不相同。

And how states do that is different.

对吧？

Right?

在各州之间，我们看到针对这些方面的支持形式各不相同。

Across states, we see different types of supports for those kinds of things.

关于你问题的第二部分，我想谈谈教师在面对多语言学习者时的准备程度。

To the second part of your question, I think about how prepared teachers may feel to work with multilingual learners.

我认为有一些研究，特别是调查研究显示，至少有百分之五十的公立学校教师表示，他们感到自己未充分准备或仅部分准备好了在课堂上教授英语学习者或多语言学习者。

I think there's some research, some survey research out there that shows at least fifty percent of public school teachers report feeling unprepared or only somewhat prepared to teach English learners or multilingual learners in their classrooms.

我们发现，许多教师教育项目和教师培训项目可能并没有专门的课程或时间来思考如何支持多语言学习者。

We find that a lot of teacher education programs and educator prep programs may not have dedicated coursework or time to thinking about how to support multilingual learners.

很多时候，我认为这取决于你的州和学区等因素，针对多语言学习者的专业发展机会并不多，而课程材料更是少之又少，这凸显了教师亟需更多支持。

And a lot of times, I think depending on your state and your district and so on, there isn't a ton of multilingual learner specific professional learning, and I would say probably even less in terms of curricular materials, which sort of highlights this need for more support for teachers.

所以你提到，随着教育环境的变化，支持多语言学习者的责任越来越多地落在各州身上，我想大多数听众都熟悉过去十年中许多州通过的‘阅读科学’法案。

So you mentioned with the landscape shifting and more responsibility falling on the states for supporting multilingual learners, I think most listeners will be familiar with the Science of Reading legislation that's been passed in many states over the last decade.

你能告诉我们，各州在这些‘阅读科学’立法中纳入多语言学习者相关条款的频率如何吗？

Can you give us an idea of the frequency of how often states have incorporated provisions for multilingual learners within these Science of Reading legislations?

此外，这些法案之外，是否通常还有其他专门针对多语言学习者的条款？

And then are there often provisions outside of these science of reading bills that are have specific provisions for multilingual learners?

是的

Yeah.

这是个很好的观点。

That's a great point.

我认为在这些法律本身中，包含针对多语言学习者的条款的情况很少见。

I think in the laws themselves, we find that it's rare to have provisions for multilingual learners.

许多阅读科学法案都非常相似。

A lot of the science of reading laws are very similar.

它们没有涉及可能说多种语言的学生，尤其是那些在家说英语以外语言的学生。

They don't address students who may speak multiple languages, especially if they speak a language other than English in their homes.

因此，我们看到大多数制定或立法的法律和政策都是传统的、以英语为唯一语言的阅读导向型法律。

And so what we see is most of the laws and policies that are set or legislated tend to be traditional monolingual in English speaking reading focused laws.

尽管如此，有些州在他们的指南中确实有针对多语言学习者的独立政策，即使这些政策并未被立法。

That said, there are states that do have separate policies for multilingual learners in their in their guidelines and so on even if they're not legislated.

所以我知道，例如在科罗拉多州，现在教师在续签执照时，必须完成一定学时的专业学习，内容涉及如何支持多语言学习者。

So I know, for example, in Colorado now, as teachers are renewing their license in the state, a certain number of hours for their renewal of professional learning needs to be in how to support multilingual learners.

其他一些州在他们的指南中也有类似的条款，但这些条款通常不体现在立法中，而是来自州教育部或其他类似机构的指南。

And other states have similar similar provisions in some of their guidelines, but those tend to be not in the legislation, rather in guidelines from the state Department of Education or another body like that.

因此，各州通常都有相关规定，但这些规定是否与阅读科学立法挂钩，是否遵循教育部的建议，或以其他方式存在，差异非常大，听起来各州之间差异显著。

So there there are provisions often in states, but it will vary widely whether that's attached to specific science of reading legislation, whether it's following recommendations from the Department of Ed or otherwise, but there there is a wide variance across states, it sounds like.

是的。

Yes.

没错。

Exactly.

当我阅读你撰写的系统性综述时，有一个统计数据让我印象深刻，简直如重锤击顶。

When I was reading the systematic review that you wrote, there was a statistic that jumped out to me that it really did hit me like a ton of bricks.

这个统计数据是：学生在幼儿园初期的第一语言（L1）比英语熟练程度更能预测其从幼儿园到四年级的英语发展（L2）。

And so the statistic was this, that L1, so a student's first language at the beginning of kindergarten, more strongly predicts English growth, so L2, through fourth grade more than English proficiency.

你能为我们解读一下这个统计数据吗？解释一下为什么这对思考如何支持多语言学习者至关重要？

Can you unpack that statistic for us and tell us why that's important foundational for thinking about how we support multilingual learners?

是的。

Yeah.

谢谢你挑出这一点。

Thanks for picking that one out.

我想我们在系统综述中确实提到过这一点，我想往前追溯几年。

And I think we did write about that in our systematic review, and I wanna go back a few years before that.

来自北卡罗来纳州立大学的杰基和我做了一项研究，发表在《儿童发展》期刊上，我们研究了这个确切的问题。

Jackie who's at NC State, she and I did a study that was in child development where we looked at this exact question.

我们研究了西班牙语-英语双语学生，关注他们在幼儿园入学时的母语阅读能力，也就是他们入学时的西班牙语阅读能力，以及这如何预测他们从幼儿园到四年级的英语阅读能力发展，即他们的第二语言阅读能力，同时考察英语语言熟练度在这一关系中所起的作用。

And we were looking at Spanish English bilingual students and looking at their L1 reading skills at kindergarten entry, so their Spanish reading skills at kindergarten entry, and how that predicted growth from kindergarten through grade four on English reading, so their L2 reading, and what and how English language proficiency also played into that relationship.

这是一个复杂的问题，但结果正如你所说，非常有趣，因为我们发现，幼儿园入学时的母语阅读能力比英语熟练度更具预测性，这一点在人们刚开始思考时似乎有些反直觉。

And so it's a complicated question, but the results, like you said, are really interesting because we found that those L1 reading skills at kindergarten entry were a stronger predictor than English proficiency was, which sort of seems counterintuitive to people when you start to think about that.

但我想通过这项研究以及我们所做的系统综述来深入分析，可能会发现几个关键点。

But I think in unpacking that both through that study and in the systematic review that we did, I think there are a couple of things that that might jump out.

其中之一是，当我们与多语言学习者合作时，必须真正重视、认可并利用他们带到学校来的母语优势。

One is that when we're working with multilingual learners, we have to really value and think about celebrating and leveraging the L1 assets that they're bringing to school.

这表明，孩子们在母语中的阅读能力确实为他们学习英语阅读奠定了基础。

So it shows like, these results show that children's ability to read in their first language really provides a foundation for them learning to read in English in their new language.

这个观点可能很多人熟悉吉姆·康明斯的语言间迁移理论，即母语中的底层读写能力可以在学习新语言时迁移到新语言中，尤其是当这两种语言在结构上相近时。

And this idea comes people might be familiar with Jim Cummins' theory of cross linguistic transfer and the idea that these underlying literacy skills in your home language can also transfer into a new language as you're learning in that new language, and especially if those languages are common structurally.

西班牙语和英语都是字母文字。

So Spanish and English are both alphabetic languages.

它们在字母发音和字母形状上有很多共同点，因此当语言之间比较接近时，这种迁移往往更容易发生。

They share a lot of, like, letter sounds and letters, and so we find that transfer often happens more easily when languages are close like that.

我想补充的另一点是，在早期阶段支持母语或家庭语言的阅读非常重要，因为它不仅有助于学生保留自己的母语和文化，而且正如我们所发现的，无论学生入学时英语水平如何，这都有助于他们后续的学术英语学习。

The other thing I would add is supporting that native language or home language reading in the early years becomes really important because it not only helps students retain their home language and their culture, but it also has benefits as we're finding for their academic English learning as they move through school regardless of whether they know some English or they know very little English entry.

因此，从这些结果中我们可以知道，学生入学时所具备的母语读写能力是非常重要的。

And so we know that from these results, that L1 literacy skill that students bring to school with them can be really important.

我想补充的另一点是，这在一定程度上也涉及多年来文献中的一些争议。

The other thing I would add is it speaks, I think, some to and there's been controversy over the years in some of the literature.

但在设计语言教学项目、双语项目、双语沉浸项目与仅使用英语的项目（这些项目在许多州普遍存在）时，我们发现，对许多学生而言，持续维护和发展他们的家庭语言有助于支持其英语阅读能力的发展。

But I think in thinking about design of instructional language programs, bilingual programs, dual language programs versus English only programs, which are happen in a lot of states, I think what we find is that for a lot of students, really maintaining and building their home language helps to support the development of their English reading as well.

因此，在学生求学过程中，同时在家庭语言和英语中培养他们的早期读写技能，对于他们发展英语学术能力非常有益。

And so really working with students on those early literacy skills in both their home language and in English can be really beneficial as they move through school and develop those academic skills in English as well.

所以我担心，有时我们会以一种缺陷的视角来看待我们的多语言学习者，认为他们是从零开始的。

So I worry that sometimes we look at our multilingual learners through a deficit type lens of that we are we're starting from scratch.

我们要从头开始建设。

We're building from the ground up.

我们必须帮助他们赶上学术英语的水平。

We we're having to catch them up with their academic English.

但你所说的证据表明，他们的第一语言实际上是一个巨大的优势，我们可以在促进他们英语能力的同时，利用这一优势来同时提升两种语言的能力。

But what you're saying is that the evidence is showing that their first language is actually a huge asset that we can leverage alongside promoting their English proficiency as well to to benefit both languages.

是的。

Yeah.

没错。

Exactly.

因此，在考虑支持我们的多语言学习者时，我们可以从两个广泛的方面或层面来思考。

So in thinking about supporting our multilingual learners, we can think about it in two broad peers or two broad tiers or pillars.

一方面是有口语能力，另一方面是解码和流利度等要素。

So having oral language on one side and aspects like decoding and fluency on the other side.

我们先从口语语言开始，讨论一下学生的母语语言能力如何影响他们在第二语言中的阅读理解？

Let's start with oral language and talk about does how does how does a student's language capacity in their first language influence their reading comprehension in their second language?

英语词汇量又如何与这一点相关？

And how does English vocabulary tie in with that?

是的。

Yeah.

我认为，正如你之前提到的、我和约翰·基特尔以及克里斯蒂娜·布德所做的综述研究中发现的那样，我们在研究多语言学习者的阅读科学时，其中一个研究问题是：识字的关键组成部分如何预测英语阅读理解。

This I think our findings in the review that you referenced earlier that I did with John Kittle and Christina Budde, We looked at the science of reading for multilingual learners, and one of the things that we are looking at, one of our research questions was around key components of literacy predict English reading comprehension.

因此，如果我们把英语阅读理解作为主要结果，这有助于我们思考：母语是否会影响学生在新语言或英语中的理解能力。

So if we're thinking about English reading comprehension as the main outcome, that helped us think about does the first language influence comprehension in the new language or in English.

在思考阅读科学以及母语如何融入传统阅读科学观点时，我们发现，多语言学生的家庭语言确实会影响他们在英语中的理解能力。

And so in thinking about the science of reading and how L1 may play into the traditional view of the science of reading, what we found was that multilingual students' home language definitely influences their comprehension in English.

具体来说，我们发现学生的母语词汇量与他们的英语阅读理解能力显著相关。

And specifically, what we found is that students' vocabulary in their home language was significantly related to their English reading comprehension.

学生在母语中的阅读理解能力也与他们在英语中的阅读理解能力相关。

Students' reading comprehension abilities in their home language also related to reading comprehension in English.

他们在母语中使用的阅读理解策略也与英语阅读理解相关。

And use of reading comprehension strategies in their home language also related to English reading comprehension.

因此，除了我们通常讨论的英语传统组成部分外，我们还发现了这些母语成分。

And so those L1 components we found in addition to the traditional components that we talk about in English.

对于多语言学习者而言，当思考阅读科学时，斯卡伯勒的阅读罗盘明确列出了口头语言和语言理解的若干维度，这些维度对多语言学习者和单语英语使用者同样重要。

So for multilingual learners and when you're thinking about the science of read, Scarborough's Reading Rope lays out some very clear sorts of oral language, linguistic comprehension strands there, and those, of course, are important for multilingual learners just like they are for monolingual English speakers.

但我们的发现是，对于多语言学习者而言，还有一组与他们的母语相关的额外成分，这些成分对支持他们的英语阅读理解也具有重要影响。

But what we find is there's this additional set of components for multilingual learners that relate to their first language that are also very influential in supporting their English reading comprehension.

这很有趣。

That's interesting.

非常有趣。

Super interesting.

所以我认为，许多教师之所以觉得自己在支持多语言学习者的阅读理解时力不从心，是因为他们不懂学生的母语，因此觉得存在一道障碍。

So I think one reason that a lot of teachers might feel inadequate in supporting their multilingual learners' reading comprehension is that they don't know the student's first language, so they feel like there is a barrier there.

那么，您能否给我们一些建议，说明教师即使不懂学生的母语，也能如何有效利用学生的母语？

So can you give us some ideas of how teachers can effectively leverage a multilingual learner's first language even if they're not familiar with even if they're not a speaker of that first language.

是的

Yeah.

我认为这是一个很好的观点，杰克，因为我觉得这对很多老师来说都是一个挑战。

And I think that's a great point, Jake, because I think that's a challenge for a lot of teachers.

对吧？

Right?

他们想支持自己的多语言学习者，但他们会觉得：我不懂西班牙语，或者我不懂阿拉伯语或海地克里奥尔语，不管是什么语言。

They wanna support their multilingual learners, but they're like, I don't speak Spanish or I don't speak Arabic or Haitian Creole, whatever it might be.

这可能会让一些老师感到不知所措。

And I think that can lead to to a feeling of paralysis for some teachers.

我不太确定该怎么做才能更好地支持他们。

Like, I'm not exactly sure what to do to support them.

所以我认为从小处着手非常重要。

And so I think starting small is really important.

对吧？

Right?

所以，思考如何为学生创造一个能够帮助他们的环境和支持体系？

So thinking about how can I really just provide an environment and supports for students that can help them?

因此，我想说的是，教师可以让学生在课堂上使用他们最擅长的语言。

And so one thing I would say that teachers can do is allow students to use their best language in class.

如果你给学生时间进行课堂讨论，而有些学生说西班牙语，允许他们在讨论时使用西班牙语，然后再用英语分享，这将非常有助于支持多语言学习者。

So if you give time for students to discuss in class and you have students who speak Spanish together, allowing them to actually speak in Spanish during their class discussion but then share back in English can be really supportive of multilingual learners.

这有助于孩子们表达他们的想法。

It helps kids get their ideas across.

它有助于同伴之间的合作与指导，因为学生在英语和西班牙语的熟练程度上存在差异，比如我提到的那组学生。

It helps with peer collaboration and coaching as students have different levels of English and Spanish proficiency, for example, within the sample group that I noted.

我认为，这是教师可以开始采取的一种小方法，真正支持课堂上的多语言学习者。

And I think that can be a small way that teachers can get started to really support their multilingual learners in their classrooms.

我认为教师还可以考虑的是，记住我们已知的关于阅读科学、教学、解码或语言理解的有效方法，对所有孩子都有效。

I think other things that teachers can think about is remembering that the aspects the things that we know are effective for the science of reading, teaching, decoding, or language comprehension are effective for all kids.

所以，思考如何运用这些同样有效的策略？

And so thinking about how do I use those very same strategies that are used?

我该如何明确地提供解码教学？

How do I explicitly provide decoding instruction?

我该如何进行词汇教学？

How do I provide instruction in vocabulary?

我们该如何思考理解策略？

How do we think about comprehension strategies?

我认为，支持多语言学习者并不一定意味着你必须用他们的母语进行教学。

I think supporting multilingual learners doesn't necessarily mean that you have to be able to teach that in their home language.

如果他们参加双语项目或双语课程，这种情况是可能发生的。

That can happen if they're in a dual language program or they're in a bilingual program.

但除此之外，我认为我们只需要思考如何改进教学，使这些策略对学生来说更容易理解。

But otherwise, I think we just have to think about ways we can enhance our instruction to make those kinds of strategies more comprehensible to students.

因此，将视觉提示与口头指导结合使用，对学生非常有帮助。

So using pairing visual reminders along with oral directions can be very helpful for students.

在表达方式上保持清晰，对多语言学习者非常有帮助。

Being very clear in how you state things can be really helpful to multilingual learners.

我认为这些小小的改变是开始帮助学生并真正支持他们在课堂上取得成功的好方法。

I think those sorts of small changes are great ways to get started with students and to really then help support their success in the classroom.

听起来你想要表达的是，阅读科学中的循证实践确实支持多语言学习者，但我们可以在此基础上叠加一些额外的策略，为学生在母语和第二语言中的学习提供额外的支持。

It sounds like what you're saying then is evidence based practices in the science of reading support multilingual learners, but there's specific things that we can layer on top of that that are additional that might provide some extra leverage to support students in in L1 and L2.

是的。

Yeah.

我们在特拉华大学经常提到这一点。

And we say it a lot around here at the University of Delaware.

我们经常谈论不同的内容，我认为阅读科学中的循证实践是必要的，但对多语言学习者来说可能还不够。

Talking about different things, and I would say those evidence based practices from the Science of Reading are necessary but may not be sufficient for multilingual learners.

非常好。

So Excellent.

必要但不充分，我认为这是因为学生可能还需要一些额外的支持。

Necessary but not sufficient, I think, because they may need some of those additional supports.

我们或许可以探索如何利用学生已有的母语优势，来有效促进他们的英语阅读能力发展。

And we may wanna figure out ways we can leverage the L1 assets that they're bringing to really help develop their English reading.

是的。

Yep.

对。

Yeah.

这种表述非常清晰。

That's a very clear way to frame it.

那么，我们来谈谈教师可以用来支持学生语言和理解能力的另一种具体做法。

So let's talk about another specific practice that teachers can use to support students' language and comprehension.

你提到的一种是预读文本语言策略。

One that you talk about is previewing the previewing text language strategy.

请给我们讲讲这是什么，你在课堂上如何实施，以及它的优势。

Talk to us about what this is, how you would do it in a classroom, and the benefits of it.

好。

Yeah.

所以，预读文本语言是一种我们用来帮助学生在阅读或听朗读时理解英语的方法。

So this is so previewing the text language is a way that we talk about supporting students' comprehension in English when they're reading or if they're listening during a read aloud.

我认为这个策略背后的核心理念是，如果我们要求多语言学生阅读某篇英文文本，但他们之前从未接触过文本中的语言结构，即使是在口头交流中，这也可能成为他们的障碍。

And so I think the underlying idea behind this strategy is that if we expect students who are multilingual to read a particular text in English, but they have not yet had exposure to the types of language structures that are in that text, even orally, that can be a barrier for them.

因此，我们的目标是通过让学生在阅读文本、理解文字内容之前，先进行这些语言结构的口头练习，来帮助消除这一障碍。

And so what we wanna do is help break down that barrier by letting students have oral practice with the language structures that appear in a text before we expect them to read it and process the print that goes that's in the text and everything.

所以，这个策略的核心理念，我可以称之为一种增强版的图片浏览。

So the idea behind this strategy is, I would call it like sort of an enhanced picture walk.

我认为这个策略的挑战在于，不要让它占用太多时间。

And the challenge I think with this strategy is to not let it take up too much of your time.

我来给你举个例子。

I'm I'll give you an example.

如果我们打开一本书准备开始阅读，我可能会先做一个简短的介绍。

If we were opening a book and we were gonna get started with it, I would probably give a quick introduction.

比如，如果学生要读一本我常在小组中使用的短书，叫《布兰登的新学校》，讲的是一个学生转学到新学校的故事。

So I might say, if students were reading, there's a small book that I've used with groups called Brandon's New School, and it's about a student who goes to a new school.

这是他第一天到新学校。

It's his first day at a new school.

所以我会对这本书做一个简短的介绍。

And so I would give a quick introduction to the book.

我们要读一本叫《布兰登的新学校》的书。

We're gonna read a book called Brandon's New School.

故事讲的是一个叫布兰登的男孩，他去了新学校。

It's about a boy named Brandon, and he goes to a new school.

我会谈谈作者和插画师。

And I would talk about author and illustrator.

然后我会翻到第一页，让学生们看图片。

And then I would open to the first page, and I would let students see the picture.

我会问他们：你认为这里正在发生什么？或者这张图里发生了什么事？

And I would basically ask them, what do you think is happening here or what's going on in this picture?

我会引导他们做出回应，并收集他们的语言表达。

And I would elicit responses from them and I would get their language.

如果我是在教多语言学习者，我可能会期待他们使用不同层次的语言表达。

And if I'm working with multilingual learners, I'm probably expecting a range of language.

对吧？

Right?

有些学生可能只是在观察。

Some students may just be observing.

有些学生可能会给我单个词语，比如‘男孩’或‘学校’，有些学生则会说出完整的句子，比如‘有个男孩在学校’或‘布兰登去上学了’。

Some students may give me single words, boy or school, or some students will be giving me sentences about there's a boy at school or Brandon's going to school.

基本上，我会在几秒钟内收集这些语言，然后作为老师，我会把这些语言以学术语言的形式重新表达给学生，这种语言正好与文本中的语言相呼应。

And, basically, what I'm doing is gathering that language for a few seconds, and then what I, as the teacher, do is recast that language back to my students in academic language that actually mirrors the language that's in the text.

所以，基本上我会说：是的，没错。

And so basically then I'd say, yes, that's right.

这是布兰登。

Here's Brandon.

他在他的学校里。

He's in his school.

我们可能会说：布兰登在他的新学校。

We might say, Brandon is at his new school.

让我们一起练习一下。

Let's practice that together.

我会让学生和我一起说这句话。

And I would have students say that with me.

布兰登在他的新学校。

Brandon is at his new school.

我们可能会说上几遍，但这样我们就已经练习过了。

And we might say it a couple times, but in that way, we've practiced.

学生有机会内化这些内容，而这正是学生阅读时需要掌握的学术英语结构。

Students have a chance to internalize, and that's the structure of academic English that students are gonna be expected to read.

然后我们会翻到下一页，再下一页，以这种方式通读大部分书本内容。

And so then we'll go to the next page and the next page and move through most of the book in that way.

这样，当我们准备阅读时，学生已经有过练习，可能已经内化了一些语言结构，但至少在阅读前他们已经接触过这些内容。

That way, when we're ready to read, students have practice, they have internalized potentially some of the language structures there, but they've definitely been exposed to them before we read.

我还要补充的是，这种策略会随着时间推移，根据学生的熟练程度而调整。

The other thing I would add is that this strategy changes over time depending on students' proficiency.

对于那些刚进入或处于语言水平初级阶段的学生来说，这是一个非常有效的策略，因为它能帮助他们接触到书籍中常见的口语和书面语言结构。

So for students who may be entering or beginning levels of proficiency, this is a great strategy for them because it really helps expose them to these oral line the written language structures that you find in books.

但随着学生进入中等和更高水平的语言阶段，他们就不需要如此程度的支持了。

But as students become move into moderate levels of proficiency and higher levels of proficiency, they don't need that same level of support.

是的。

Yes.

因此，我们可以减少进行这类练习所需的时间和深度。

And so we can cut back on the time and the depth that it may take to do some of that work.

这是一个极佳的策略。

That's a fantastic strategy.

我知道您过去曾撰写过关于文本复杂性和差异化教学的内容，最近也依然如此。

I know you've written on text complexity and differentiation in the past and very recently as well.

但在我看来，如果我面对的是一个二年级的课堂，其中大多数文本的语言对那些以英语为母语的学生来说都可能构成挑战。

But it sounds like to me that if I'm if I have a a a classroom student of of second graders and that language in most texts is going to be challenged even for my students who English is their first language.

因此，这种练习实际上会惠及所有学生，但尤其对多语言学生大有裨益。

So that type of practice could actually that's something that's an example of it's going to benefit all of your students, but it's going to especially benefit students that are multilingual.

因此，从这个角度看，我不必为我的多语言学习者专门设计差异化的教学内容，为他们单独提供每一项支持，而可以在第一层级的教学中融入这些支持。

So in that sense, I might not have to think about providing extra support for my multilingual learners as differentiating everything that they need their own sliver of everything during my tier one instruction.

这可以融入我的第一层级全班教学中，这种互动式语言支持对许多学生都有帮助，尤其是多语言学习者。

That's something that, hey, I can layer that into my tier one whole group, and it's something that a lot of students are gonna benefit from that serve and return style language support, but especially the multilingual learners.

是的。

Yeah.

我也很感谢你提到这一点，因为在我们与教师们的所有工作中，我们经常听到这样的反馈。

I appreciate you saying that too because anecdotally, in all the work we've done with teachers, we hear that all the time.

教师们总是向我们反馈，尤其是在第一层级教学中。

Teachers are always reporting back to us, especially like in tier one.

这些策略对我的多语言学习者非常有帮助，但对我的所有学生都特别有效。

These strategies are really helpful for my multilingual learners, but they're super helpful for all my students.

对吧？

Right?

没错。

Right.

所以我也会把 whatever 它是什么融入到我的第一层级教学中。

And so I just incorporate whatever it is into my tier one instruction as well.

所以，是的，我们经常听到这种说法。

And so, yeah, we hear that kind of thing a lot.

所以我很感谢你提到

So I appreciate you noting the

这并不是说小团体抽离式教学或为学生提供更专业的支持方式不会有效，但它同样也能向更广泛的方向扩展，以支持更多学生。

And that's not to say it it wouldn't work as well and and say something like a small group pullout or something more specialized for the student, but it it also scales the other direction as well in supporting more broadly.

没错。

Exactly.

让我们转到讨论解码和流利度。

So let's switch to talking about decoding and fluency.

你能帮我们理清学生母语中的解码能力、第二语言中的解码能力，以及这两者如何与理解能力相关联吗？

Can you help us triangulate the relationship between decoding in a student's first language, decoding in a student's second language, and how both of those connect to comprehension?

是的。

Yeah.

很好的问题。

Great question.

我想回到我们之前做的系统性综述，就像我之前谈到的语言理解部分一样，我们也研究了哪些解码或单词识别成分有助于英语阅读理解。

And I would say back to that review of systematic reviews that we did, similar to the language comprehension piece that I talked about before, we also looked at what components of decoding or word recognition also supported English reading comprehension.

我们发现，当然，英语解码和英语口语流畅性对英语阅读理解有帮助。

And what we found was, of course, English decoding, right, and English oral reading fluency are supportive of English reading comprehension.

但也有许多研究表明，第一语言（L1）或母语的解码能力同样有助于英语阅读理解。

But also, there were a number of studies that showed L1, or home language decoding, also supports English reading comprehension.

因此，就像我们在讨论语言理解时一样，我们知道，支持学生在母语中的解码能力，不仅能提升他们的英语阅读理解，英语解码能力本身也同样支持他们的英语阅读理解。

And so, in a similar way to when we were talking about language comprehension, we know that providing that students abilities to decode in their home language supports their English reading comprehension, as well as their abilities to decode in English, of course, also supports their English reading comprehension.

因此，当我们思考如何在这些方面支持学生时，我想说，虽然可能有点重复，但我们已经非常清楚哪些基于证据的策略适用于教授解码技能，这些来自阅读科学的实践方法同样适用于多语言学习者。

And so as we think about how we can support students in those areas, I think, not to sort of beat the same drum, but again, we know a lot about evidence based strategies for teaching decoding, and those practices that come from the science of reading are the same kinds of practices that we would use with multilingual learners.

我们确实知道，如果学生在学前阶段、家庭或其他环境中接触过母语的解码训练，这将对他们的英语解码能力以及英语阅读理解大有裨益。

What we do know is if students have had some exposure to decoding in a preschool setting, at their home, or other places in their home language, that can be very helpful to them in terms of both English decoding as well as English reading comprehension.

我还想补充一点，我认为在研究文献中，人们对语音意识究竟是属于解码技能还是口语技能一直存在争议。

The other thing I would add, and I think in the research literature, people go back and forth a little bit on whether phonological awareness is a decoding skill or is it a oral language skill.

我想补充一点，在这个特定的讨论中，我会把它视为一个特例，因为当我们考察第一语言和第二语言时，语音意识的一个独特之处在于，我们发现它具有最强的跨语言关联。

And I would add, in this particular conversation, I'm gonna treat it as a special case because one of the unique things about phonological awareness that we find when we look at L1 and L2 is that's where we find the strongest cross language relationships.

有些人甚至进一步提出，语音意识是一种独立于语言的统一构念。

And some have gone so far to really suggest that phonological awareness is a unitary construct independent of language.

如果你在母语中学习了语音意识，比如西班牙语，那么你在英语中几乎也具备了同样的技能和任务能力。

If you learn phonological awareness, especially phonemic awareness in your home language like Spanish, for example, you pretty much have the skill and the task in English as well.

这非常有趣，因为这些关联非常强，而且有一些有趣的研究。

And it's really interesting because the relationships are so strong and there's some interesting work.

我们引用了李、布兰登·马丁2015年的研究，他们探讨了这些关联及其强度。

We cite Lee, Brandon Martin's work from 2015 where they talk about those relationships and how strong that is.

因此，我想补充的是，很多人谈到语音意识与解码能力的关系，而我们确实发现这里存在非常强的跨语言关联。

And so I just wanted to add in that phonological awareness is a lot of people talk about its relationship to decoding, and it is a very strong cross language relationship that we find there.

你知道，很多人很容易看出，第一语言的口语能力与第二语言口语能力的发展之间可能存在很高的相关性。

You know, I think a lot of folks could see pretty readily that, okay, L1 oral language can have a pretty high correlation with development in L2 oral language.

但你提到的解码能力，尤其是语音意识这一部分，人们可能会感到有些意外，但同样的模式依然成立：当学生在第一语言中进行解码，甚至在第一语言中发展语音意识时，也能支持他们在英语中的解码和语音意识能力。

But the decoding and especially that phonemic awareness aspect that you mentioned, folks might be a little bit more surprised to hear, but that same pattern is holding true that when students are decoding in their first language, even phonemic awareness in their first language also can support their decoding and phonemic awareness in English as well.

是的

Yeah.

没错

Exactly.

那么基于这一点，您会建议教师在支持第二语言的解码能力时考虑哪些具体因素呢？

So based on that, are there specific considerations you would recommend for teachers when supporting decoding in a second language?

是的

Yeah.

我认为，正如我提到的，了解阅读科学中传统讨论的基于证据的实践是关键。

I think, like I mentioned, I think knowing the evidence based practice that that are traditionally talked about in the science of reading work.

我认为这是每个人最好的起点。

I think that's the great the best starting point for everyone.

作为教师，另一件重要的事情是，学生的第一语言解码能力与其第二语言解码能力是相关的。

I think the other thing as a teacher is to it's important to know that students' L1 decoding is relates to their L2 decoding.

因此，如果你知道学生有过学龄前经历或其他教育经历，有些学生会在周末参加文化学校，他们可能已经接受过正式或非正式的解码训练，这对其英语解码能力和英语阅读发展会非常有帮助。

So if you know that students have had preschool experiences or other schooling experiences, some students go to cultural schools on the weekends, and it could be that they've had some formal instruction or informal instruction in decoding that could be really helpful to their English decoding development and their English reading.

有趣的是，在研究中，我认为还有大量相关证据支持这些关系。

Interestingly, in the research, I would say too, there's lots of correlational evidence for these relationships.

关于L1教学对L2结果的影响，相关研究信息并不太多。

There's not as much information about I would say not as much research about the impact of instruction on, like, L1 instruction on L2 outcomes.

是有的，但不多。

It's there but not as much.

因此，我认为对教师来说，最重要的是思考我们之前讨论过的那些方面。

And so I think for teachers, the really important considerations are thinking about the same kinds of things that we talked about before.

我该如何支持那些已被证明有效的基于证据的拼读教学方法，并如何以有助于我的多语言学习者的方式加以强化？

How do I support those evidence based practices that I know are effective for teaching decoding, and how do I enhance those in a way that can be supportive of my multilingual learner.

我想补充一点，多年来研究一直表明，学生在拼读已知词汇时的表现优于未知词汇。

One quick thing that I would add is one thing that we've known for a number of years in the research is that students perform better on decoding known words than unknown words.

如果一个词在学生的词汇库中，那就是他们认识并熟悉的词。

If a word is in a student's lexicon, it's a word that they know and are familiar with.

即使他们不认识这个词的书面形式，如果这个词是他们熟悉的，他们往往更容易拼读出来；而如果是完全陌生的词，他们拼读后也未必能确定其含义。

And even if they don't know it in print, they tend to be better at decoding it if it's a word that they know than if it's a word that's completely unfamiliar to them because they decode it and then they're not, right, they're not really sure.

这也解释了为什么学生在无意义真实词测试中的表现优于无意义词流畅性测试，因为他们对这些词不确定。

It also explains why students do better on nonsense real word tests than nonsense word fluency tests because they're not sure of those words.

但不扯远了，如果你在教多语言学习者拼读，确保学生了解你希望他们拼读的词语的含义，会非常有帮助。

But not to ramble, but if you're teaching decoding for multilingual learners, making sure that students know the meanings of the words that you're expecting them to decode can be really helpful.

所以，就像在没有文字的情况下描述一幅图片一样，先快速让学生对这个词的含义形成心理表征，然后再进入拼读，会非常有支持作用。

So just like a picture without the word, talking about what that picture is so that students have a mental representation of a word's meaning, really quickly before you get into the decoding of those words can be very supportive.

这可能是多语言学习者更需要考虑的一点，因为对于以英语为母语的学生，我们在练习拼读时可以假设他们已经熟悉这些词；但为多语言学习者提供前置支持——告诉他们这个词及其含义——能帮助他们更好地进行拼读。

So that's something that might is more of a consideration for multilingual learners because in with students who have English as a first language, a lot of the words that you're practicing decoding with, we can assume that they would already have in their lexicon, but providing some front loading support of here's the word, here's what it means, helps students, our multilingual learners then decode it.

因为当他们读出来后，就知道自己读得准确。

Because when they've read it, they know they've read it accurately.

如果你的词汇库中没有这个词，你就无法确定自己是否真正准确地拼读出来了。

If you don't have that word in your lexicon, it's you don't know if you've actually decoded the word accurately or not.

没错。

Exactly.

那我们来谈谈另一种支持多语言学习者的具体实证教学策略。

So let's talk about another specific evidence based instructional strategy for supporting multilingual learners.

第一个是，我们来谈谈逐字拼读法。

The first one is, let's talk about Blend as you go.

这个策略是什么？

What is the strategy?

它会是什么样子？

What would it look like?

它的优势有哪些

And what are the benefits of

是的。

Yeah.

逐字拼读法是我们使用的一种策略。

Blend as you go is a strategy that we use.

我想说，这个策略是我们借鉴了之前参与的一项靶向阅读干预研究中的方法。

And I wanna say we adapt this strategy from some earlier work that I was involved with the targeted reading intervention.

这是我们单词训练策略中的一项。

And this was one of our word work strategies.

我们对此进行了调整，增加了口语语言支持等内容，以更好地支持多语言学习者。

And we adapted this to build in some oral language supports and so on to really support multilingual learners.

因此，这些策略背后有大量的研究证据支持。

And so we have there's quite a bit of research evidence for these sets of strategies.

‘边学边融合’的核心理念是结合音位意识和拼读知识，教导学生如何将音素连读成词。

The idea behind Blend as you go is to incorporate both phonemic awareness and phonics knowledge and to teach students how to blend words together.

我们知道，在音位意识中，关键任务是连读和分割，因此我们重点通过明确的教学来帮助学生掌握连读技能。

So we know with phonemic awareness, key tasks are blending and segmenting, and so the idea is to really support students with explicit teaching of blending.

在许多核心课程中，你经常会发现连读是隐含的——学生会分别说出每个音素。

What you'll often find in a lot of core curricula is that blending is implicit in that students say each sound separately.

比如单词‘top’，他们会说：‘t-o-p’，然后直接说出‘top’。

So if the word is top, they say, ah, top.

对吧？

Right?

因此，连读实际上必须在脑海中完成，因为你首先已经将每个音素分开了。

And so the blending actually has to happen in your head because you've actually segmented each sound first.

大多数学生对于三个音节的词都能做到这一点。

And most students with three sound words can do that.

我认为当单词变长时，比如‘splash’这样的词，

I think when the words get longer in a word like splash.

对，学生会开始一个音一个音地念，但当他们最后尝试把所有音拼起来时，要在工作记忆中保持所有这些音就困难多了。

Right, students start to say each sound and then when they go back to Blend it at the end, it's much harder to hold all that those sounds in working memory.

所以‘边读边拼’的理念就是让拼读过程变得明确。

So the idea behind Blend As You Go is to make the blending explicit.

基本上，我们会向学生呈现一个印刷出来的单词。

And so, basically, what we do is we introduce a word to a student in print.

比如，我们展示一个词，像‘rip’（撕纸的rip），可能会在白板上写出这个词，然后问他们是否能读出来。

So we show them a word, for example, if the word is rip, like ripping a piece of paper, we might show them that word on a whiteboard or something like that and ask them if they can read it.

如果他们已经能读出这个词，我们就说，很好。

And if they can already read that word, we say, great.

我们会讨论‘rip’的意思，这个词的含义，然后继续下一个词。

We talk about what rip means, the meaning of the word, and then we move on to another word.

但如果他们读不出这个词，我们就得退一步，进行明确的指导和我们所说的连续拼读。

But if they cannot read that word, then what we're gonna do is take a step back and really get into the explicit instruction and continuous blending we call it.

因此，我们遮住除了第一个音素之外的所有部分，让学生发出第一个音素，在这个例子中是/r/。

And so basically, we cover everything except the first sound and we ask students to produce the first sound, which in this case is er.

然后我们揭开下一个音素，让他们发出这两个音素，大多数学生这时会说/r/ /i/，如果他们两个音素都发对了的话。

And then we uncover the next sound and ask them to produce both sounds and most students at that point will go r I if they get both sounds right.

接下来就是引导他们真正地把这两个音素连起来，进行拼读。

And so then it's a matter of coaching them to really slide those sounds together and blend them.

显然，我们会让学生拼读音素并说出来。

So obviously, we have students blend the sounds and say it.

然后，最后我们会花一些时间解释这个词的意思。

And then at the end, we spend some time, of course, going through what that word means

是的。

Yeah.

展示图片，确保他们理解。

Showing them a visual, making sure that they understand.

显然，使用这种策略时，我们不能在教授单词之前先教它们的意思，因为那样学生就知道这个词是什么了。

Obviously, with this strategy, we can't introduce and teach the meanings before the words because then they know what the word is.

所以我们必须在最后才教意思。

So we have to teach it at the end.

但关键是必须明确地讲解拼读过程。

But the idea is to be very explicit about the blending.

而且我发现学生的水平各不相同。

And I was some students are at all different levels.

如果学生在这一点上有困难，那就需要为他们示范如何使用拼读过程，并让他们重复和参与进来。

And if students struggle with this, then it's really about modeling for them how to use that process of blending and getting them to repeat and engage with you.

因此，可能先由老师示范拼读，然后全班集体拼读，最后过渡到学生独立拼读。

So it may be modeled blending, coral blending with students, and then moving to the independent blending.

我喜欢这种边教边拼的策略，原因有很多。

I love that blend as you go strategy for several reasons.

我目前想到的一个原因是，当我们思考学习的其中一个原则时，必须要有重复。

One that's sticking out of my head right now is when we think about one of the principles of learning is there has to be repetition.

对吧？

Right?

练习的量绝对很重要。

The volume of practice absolutely matters.

所以当你进行随读随拼并叠加时，似乎在一个单词中就浓缩了大量额外的拼读练习。

So when you're doing the blend as you go and stacking it, it seems like you stack in a lot of additional blending practice in a very condensed amount of time with a single word.

因此，这可能给学生提供了更多的接触机会，但这也很好地说明了：班上的其他学生会从中受益吗？

So potentially giving students a lot of additional exposure, but also that being a great example of, are your other students in the class gonna benefit from that?

是的。

Yeah.

这对每个人都会很有帮助，尤其是对多语言学习者。

It's gonna be great for everyone, but especially for a multilingual learner.

对。

Yeah.

我只想补充一点，这也是一种与教师所使用的任何核心课程相辅相成的策略。

And the only I was just gonna add, this is also a strategy that I see as complementary to whatever core curriculum teachers are using.

所以有很多地方都在使用一种教授基础技能的核心课程。

So there's a lot of places that are using a core curriculum that teaches foundational skills.

如果你的核心课程没有明确教授拼读，是的。

And if your core curriculum doesn't explicitly teach blending Yeah.

但如果核心课程采用的是类似这种更碎片化的方式，而学生在掌握这项技能上遇到困难，我认为这是一种补充策略，能有效支持教师的核心课程并帮助学生。

But does something more rip like that, and students are struggling to acquire that skill, this to me is a complementary strategy that can really support teachers' core curriculum and help students.

正如你所说，这可能适用于一小部分特别需要额外支持的学生，但也可以轻松融入你的第一层级教学中。

Like you said, it could be a small group of students that really need that additional support, but it could also be incorporated easily into your tier one.

是的。

Yeah.

正如你提到的其他做法，这些都是一些模板，在我看来，它们可以叠加在任何已有的课程之上。

And that's the other practices we you've mentioned as well, that these are templates that, it sounds like to me, will overlay on top of whatever curriculum is already being used.

这并不意味着你必须去购买某个特定的产品，而是提供一些高效益的策略，可以与你正在实施的教学内容无缝结合。

It's not necessarily something that here's the specific product you need to go out and buy, but here's high leverage strategies that will fit with things you're already doing.

我们来谈谈‘说一说，动一动’这个策略吧。

Let's talk about the Say it, Move it strategy as well.

那是什么？

What is it?

它会是什么样子？

What would it look like?

好处是什么？

And what are the benefits?

是的。

Yeah.

很多人可能听说过‘Say it, Move it’，这个方法通常使用字母盒、白板或纸张上的线条，有些人还会使用一些小物件，比如卡片或代币，来滑动表示像三个音素的单词之类的东西。

So a lot of people have probably heard of Say it, Move it, and Say it, Move it is often done with L Conan boxes or lines on a whiteboard or sheet, and then some some people use, like, tokens a lot, some sort of tokens that they slide for, like, a three sound word or something like that.

我们对这个方法有一些不同的做法，我们使用字母卡片来教授这项技能，同时也在其中融入了音位意识和音素教学。

We have a little bit different take on that and that we're gonna use we use letter cards to teach this, but we're also incorporating both phonemic awareness and phonics instruction in this skill.

对我们来说，‘Say it, Move it’的核心是音素分割。

For us, Say it, Move it is about segmenting.

‘Blend as you go’则是关于音素拼读，这很明显。

Blend as you go is about blending, obviously.

这是一种单词构建策略，能有效帮助学生区分单词中的各个音素。

And so this is a word building strategy that really helps students isolate individual sounds within a word.

我们通常从一块白板开始，白板底部画有三条线，用于表示三个音素的单词，顶部则放置字母卡片，但这些卡片一开始是被遮住的。

We actually start off with, like, a whiteboard or something that has basically, like, three lines on the bottom for a three sound word, and then letter cards at the top which are initially covered.

比如，如果我们打算构建的单词是'mop'，我们会先对学生说：我们来构建单词'mop'。

So if our word that we're gonna build is mop, let's say, we would start off with students by say, we're going to build the word mop.

你能说一下'mop'吗？

Can you say mop?

然后我会让学生重复这个单词，接着立即进入词义讲解，确保他们理解这个词的含义。

And I would have students repeat the word, and then I would go right into building meaning to make sure they understood what that word was.

拖把是一种用来清洁地板的工具。

So a mop is something you can clean the floor with.

我会给他们看图片，确认他们理解了这个词，然后让他们再次说出这个单词，以强化他们的口语表达能力。

I would show them a picture and make sure they understood, and then I would actually have them say the word again, building that oral language for them.

记住，我顶部的字母卡片是被遮住的，而且顺序也是打乱的。

Then remember my letter cards are covered at the top, and they're also out of order.

然后我会指向我板子底部的第一个空格，说：‘在‘ma’这个词的开头，你听到的是什么音？’

And then I would point to the first space at the bottom of my my board or something, and I would say, what sound do you hear right here at the beginning of ma?

所以我正在引导学生分离出他们听到的第一个音。

And so I'm trying to get students to isolate that first sound that they hear.

这是一个音位意识训练任务。

This is a phonemic awareness task.

是的。

Yes.

当他们分离出第一个音后，我会揭开字母卡片，说：‘这些卡片中哪一张代表你们识别出的这个音？’

And so once they isolate the first sound, then I uncover my letters and I say, one of these says as they've identified that sound?

我会让他们选择正确的字母卡片，把它滑到下方，并读出这个音。

And I ask them to I choose the right letter card and slide it down to the bottom and say the sound.

所以，基本思路是：先听，识别并分离出开头的音，然后找出与这个音对应的字母（字形），把它滑下去并发出这个音。

So, basically, the idea is first listen and identify and isolate the sound that you hear at the beginning, then identify the letter that go the grapheme that goes with the phoneme, and slide it down and make the sound.

然后我们对中间的音和结尾的音也做同样的事情。

Then we do the same thing for the middle sound and the same thing for the ending sound.

每次先遮住字母，等他们识别出字母后再揭开。

Each time covering the letters first and then uncovering once they identify the letter.

最后一步是检查每一个音素，然后读出整个单词。

And then the last that we do is check each one and say the whole word.

所以，是的。

So Yep.

最后，我们会说，来检查每个音。

At the end, we're like, let's check each sound.

嗯。

Mhmm.

啊。

Ah.

地图。

Map.

然后我通常会让学生再读一遍这个词，提醒他们这个词的定义，再继续下一个。

And then I usually have students say the word again, remind them of the definition, and then move on to another one.