English as a foreign language and English as a second language

 

BRI-ARI is the result of many years of research and development by linguists and educational psychologists. It has been extensively trialed and tested. The text is well suited to children who do not have English as their home language.

"I came to China 8 years ago and discovered that for the amount of time that Chinese children studied English, very little was accomplished. I began searching for a solution and ran across the BRI books a little over five years ago. I have found that Synthetic Phonics is the answer for teaching English not only for China but for students of other languages as well" - English teacher

Extensively trialed and tested, BRI-ARI is the result of several  years of research and development by linguists and educational psychologists. The text is known as MLT, ‘Maximally Learnable Text’, and is well- suited to children who do not have English as their home language. The linguistic underpinning of the books ensures that the initial selection of words  promotes the process of blending. Only gradually are sounds introduced which are less amenable to the acquisition of this vital skill. The purpose and observable result is   less difficulty  in blending sounds, right from the beginning.

 

 

/I/   /s/ /ee/    /S/ /a/ /m/     ‘I see Sam.’

Grapheme 'ee' is introduced from the beginning as a flag  to demonstrate that more than one letter can correspond to a single sound. Some  learners otherwise stall with the expectation that it is always  one letter = one sound!

Some  children  find the process of blending sounds together (synthesizing) to be painstakingly slow but the repetition of words, linguistic selection of sounds, and careful choice of vocabulary, provide the greatest possible help in developing foundational skills.

MLT begins with only five sounds and three words, gradually introducing additional sounds and words as the child reads through the first set. Each new sound is taught before the child is asked to read the next book and there is frequent repetition of both new and old words in each successive story to ensure that learning has taken place.The short stories are  engaging and children gain the confidence to read with expression, and  understand what they are reading. 'Story Summaries' and 'Story Questions' in each book  allow  gfor priming about content, then checking and expanding on understaning.   A mis-instructed child will take the easy route and guess from context or picture cues and will stop looking at the letters. To ensure that children 'read through the word', and to eliminate guessing and memorising, many of the words used in the text are chosen because they look similar (e.g.sheet/shut/shell/shall/sell).

SPELL books, (see Ordering), are particularly helpful for augmenting learning for second language children and for those learning English as a foreign language.

 

 

 

 


 

 
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