Various criteria for book selection exist, and it is upon the reader to select what he or she deem appropriate. One way to choose reading books is through a supportive learning culture. In this method, librarians and teachers gain an understanding of the student by acknowledging the home culture and language of a learner, and then make the student know that more developed languages are essential in academics (Smolen and Oswald). The method helps the learner fuse the better of the two changing worlds of language and at the end, there is no feeling of having abandoned own culture or language.
Proficiency level can be used to select books for reading. In addition, it is an effective method because learners access the books that are of their level of language. Starters of a language like English start with beginning, development, and the advanced proficiency books (Smolen and Oswald). Using the proficiency level, students will not feel intimidated by a language since they will select books that are in their standard, and then advance with time.
According to Hadaway and Young, it is necessary for children to see themselves reflected in books they read. The children, in this case, identify with the book and develop a desire to go on reading because the books appear to be interesting. Books that do not bring the reflection of children reading them, end up being boring and it is hard to convince kids to continue reading them.
Text sets are essential in helping EII students to develop English literacy since they contribute to gauge the behaviors that show the progress levels of a student during a language acquisition process. Also, the text sets help students to merge their experiences, culture, and backgrounds with the ones of a new learning environment to gain success in academics.
Work Cited
Smolen, Lynn Atkinson, and Ruth A Oswald. Multicultural Literature And Response. Santa Barbara, Calif.: Libraries Unlimited, 2011. Print.
