Review of English L2 Reading: Getting to the Bottom
Barbara M. Birch, 2002, English L2 Reading: Getting to the Bottom presents a theoretical and practical examination of how the first language influences English language acquisition as a second language. Barbara offers a judicious linguistic approach of examining the lowest learning levels as a second language at the basic reading processes. In this book, Barbara strives to strike a balance by enriching the top-down approaches and methodologies, thereby achieving the low-level options in the teaching of English reading as a second language (Birch, 2020). Barbara also adds to the book by dispensing how the readers of the second language development result from their writing systems response.
In the second language learning, Barbara’s instructions in the book English L2 Reading: Getting to the Bottom are of great benefit to learners who are quest to acquire the second language. In chapter ten of the book, Barbara encourages adherence to consolidated reading processes. Barbara also promotes the learners of the second language to follow instructions and employ different reading techniques. The practice of varying reading techniques will enable the learners of the second language to identify which specific approach works for them and those they could use simultaneously to realize the best results in acquiring English as a second language (Birch, 2002). This book’s instructions are also important and beneficial for the learners in their quest for learning English as a second language because Barbara focuses on the basic level processes. The basic level processes focus in this book is made so that there is a good comprehension of top to down and top techniques to achieve the right language acquisition approach.
Additionally, Barbara starts the book by giving insight into the broad complexity of proficient reading. She uses metaphor to urges that reading is an expert decision-maker process because even professional first language reader uses complex mental processes (Birch, 2002). The cognitive functions are used to decode texts in language reading. This sophisticated process becomes more straightforward and eventually becomes automatic. The distinction of the guessing game that utilizes the mental functions in interpreting texts is essential in learning, acquiring, and reading English as a second language. The difference is also important because those reading English as a second language may not easily rely on guessing either by employing syntactic or semantic knowledge.
In the second chapter, Barbara brings comparison of different types of wiring systems. For example, she defines and describes logography, syllabic and alphabetic systems for the second readers to comprehensively understand that while writing English as a second language, there is the employment of different processing techniques; for example, there is phonological decoding and memorization as well (Birch2002). In primary alphabetical language, Barbara presents roots and familiar English analysis, and then she goes ahead and says that it is opaque. Additionally, she adds that the processes involved in acquiring the first language are not necessarily the same as the processes involved in the acquisition and reading of the second language, English, in this case for non-native speakers.
In the acquisition of the second language and even reading employs instructions to make the processes go successful. For example, in chapter 5, the writer shades the light into the need to consistently practice the low-level skills that have already been acquired. Consistent practicing of skills acquired is at the center of making the complex acquisition of a second language automatic. Since English had been termed as opaque for the second language learners, understanding how expert learners manage with the opaque alphabets is a path in the achievement of proficiency in writing and reading of this second language.
Although Barbara says in her work that the first language acquisition processes and the second language acquisition are different, that first language should be opaque so that that significance is derived; in my view, I believe that the first language has a greater role to play in the acquisition and the reading of English as the second language. The first language is important in the acquisition and the reading of the English language as a second language; for example, there is cross-language transfer in the second language learning that is made possible due to the existence of the first language (Guernera, 2018). The cross-knowledge transfer makes it possible for English learners to predict where the learners will have difficulties in reading and the places where they will have an easy time when learning and reading English as a second language.
Evaluation of strength and weaknesses of the textbook
In a study by Hancin-Bhatt and Durgunoglu, they found that the cross knowledge transfer of the first language to the second knowledge was essential in learning the second language. As a matter of fact, the cognitive process that is involved in the first language transfers was all, in a way, the same as the bilingual acquisition. (Durgunologlu, 1992) Therefore, to improve results from instructions to help in reading and learning of English as a second language, the first language should be used in harmony and incorporated in the instructions.
In the reading and learning English as a second language, there is no specific instruction that arrives at a perfect outcome, although popular methods may be applied (Al-Akraa, 2013). In her book, Barbara uses a research-based approach to come up with a perspective on the learning of a second language. This action indicates that there are always areas to be researched as far as correct answers in class and instructions are concerned.
In the learning of English as a second language, Barbara also highlights the use of grammar-translation to some extent. The grammar-translation had its roots from some extinct languages’ teachings, for example, the Latin language. Barbara was able to show in her book that grammar-translation is essential in learning and reading English as a second language because the principle of grammar-translation in learning and reading English is that it considers grammar as a basis of learning and writing and teaching an English, which is essential in the acquisition of English as a second language. The book could show that grammar-translation in learning and reading English is important as a focus on grammar as a basis of learning, and reading English has a very special meaning in learning and reading English as a second language (Matt, 2013). In contrast, Barbara in her book did not show the solution for grammar-translation weaknesses; for example, Barbara did not have the solution in her book on how to solve the inability to speak a target language brought about by the grammar-translation. Instead, Barbara says that consistent practice is, therefore, necessary for the application of grammar-translation.
Barbara, also from her book, emphasizes the analysis of English reading as a second language. She says that probabilistic reason in the encoding and decoding of consonants and vowels is essential for the reading and learning of English as a second language. The analysis of the English language by those acquiring it as a second language is a direct approach to learning English as a second language (Guernera, 2018). Although this approach provides a suitable environment for the learning of the second language, a direct approach to learning English cannot teach English for those who want to learn to write and read English as their second language.
Barbara is able to incorporate and explain the concept of the direct method approach for the intermediate category of English L2 learners. Barbara says that they can easily use the resources of pictures and even actions in the learning and improving on the second language that they have already learned (Guarnera, 2018). Consequently, in the learning by direct approach through this analysis of the English language, the learners who read or write English as their second language can learn inductively. Inductive learning is achieved through grammar and target culture. I have a hard time identifying with Barbara’s approach to treating learners as though they were learning English as the first language (Anjaneyulu, 2014). In subsequent publications, this could be upgraded in the book, the direct method as a method in learning a second language presents the learners to do the self-correction.
English L2 Reading: Getting to the Bottom could be made better in the subsequent volumes by including learning English as a second language, for example, prioritizing listening and speaking skills as being essential in learning and reading English as a second language. It is best to focus on pronunciation to prevent learners of the second language from making errors (William, 1983). Although this method is excellent as it prioritizes listening and speaking, it leads to manipulation with no accurate reference and context. For this reason, being keen is a determinant of how the first one will learn the second language through this method of audiolingualism.
In Barbara’s book, I found a hard time (page 53). In chapter three, the book presented unclear conclusions, suggesting that the chapter was unfinished. For example, Barbara says that the learners need to distinguish between hearing based on the mental images. A clear explanation could be useful, especially in this section.
In conclusion, Barbara concludes her book by encouraging learners and readers to know more about their second language. Consequently, he urges educators to take responsibility of comparing the low-level processes of language acquisition involved.
References
Anjaneyulu, T. (2014). A Critical Analysis of the English language Textbooks in Andhra Pradesh, India. ELT Research Journal, 3(4), 181-200.
Al-Akraa, S. (2013). Teaching English in Iraq: An analysis of an EFL textbook.
Birch, M. (2002). English L2 Reading: Getting to the Bottom
Durgunoglu, H.-B. a. (992). The Role of First Language in the Second Language Reading Process. Champaign, Illinois: the University of Illinois at Urbana-Champaign.
Matt, C. T. (2013). The Grammar-Translation Method and the Use of Translation to Facilitate Learning in ESL Classes. Erbil: Department of Languages, Ishik University.
Guarnera, A. (2018). Five Approaches to Teaching Foreign Languages
Williams, D. (1983). Developing Criteria for Textbook Evaluation. ELT Journal, 37(3), 251-255.
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