GEN TEFL Journal Volume 6 (2021)
E-ISSN 2520 209X
Multisensory Approach to Teaching Reading and Writing for Young EFL Learners
Hiroko Arao, Faculty of Education, Mie University, Japan
Maiko Kimura, School of General Education, Mukogawa Women’s University, Japan
Reading and writing are the most challenging of all skills for English as a Foreign Language (EFL) learners. A specific method of teaching these skills to young Japanese EFL students has not yet been established. Hence, this study explores the possibilities of using the Orton Gillingham Approach, which was originally developed by Dr. Samuel Orton and Anna Gillingham for use in children with dyslexia. Although this approach has been primarily used for dyslexia in English-speaking countries, its essential elements can be applied to young EFL learners who struggle with alphabetical letters. There are ten basic elements in this authentic approach; however, the study first focuses on incorporating the multisensory elements into the Japanese EFL context. Educators have become interested in multisensory learning, with many of them realizing the limitations of visual and auditory-focused teaching without the kinetic and tactile process. It has been suggested that the tactile element is new and appealing to some students, especially in recognizing alphabetical letters.
Keywords: EFL students; alphabetical reading
Arao, H. and Kimura, M. (2021). Multisensory Approach to Teaching Reading and Writing for Young EFL Learners. GEN TEFL Journal. Vol. 6.
Date of Publication: 30 December 2021
E-ISSN 2520 209X
Multisensory Approach to Teaching Reading and Writing for Young EFL Learners
Hiroko Arao, Faculty of Education, Mie University, Japan
Maiko Kimura, School of General Education, Mukogawa Women’s University, Japan
Reading and writing are the most challenging of all skills for English as a Foreign Language (EFL) learners. A specific method of teaching these skills to young Japanese EFL students has not yet been established. Hence, this study explores the possibilities of using the Orton Gillingham Approach, which was originally developed by Dr. Samuel Orton and Anna Gillingham for use in children with dyslexia. Although this approach has been primarily used for dyslexia in English-speaking countries, its essential elements can be applied to young EFL learners who struggle with alphabetical letters. There are ten basic elements in this authentic approach; however, the study first focuses on incorporating the multisensory elements into the Japanese EFL context. Educators have become interested in multisensory learning, with many of them realizing the limitations of visual and auditory-focused teaching without the kinetic and tactile process. It has been suggested that the tactile element is new and appealing to some students, especially in recognizing alphabetical letters.
Keywords: EFL students; alphabetical reading
Arao, H. and Kimura, M. (2021). Multisensory Approach to Teaching Reading and Writing for Young EFL Learners. GEN TEFL Journal. Vol. 6.
Date of Publication: 30 December 2021
| Multisensory Approach to Teaching Reading and Writing for Young EFL Learners.pdf |
