Language experience approach (LEA)

The language experience approach (LEA) uses oral language and individual experiences to teach reading skills. It can be used to teach reading to young or remedial students and to teach adult students to read a second language. The method's basis involves combining speaking and seeing words written down to increase comprehension of written language through discussing students' own experiences and ideas. It can be applied in a classroom or in a one-on-one setting.

The language experience approach is primarily used to develop reading skills, but it can also be used to develop speaking, listening, writing, and overall language comprehension. Although the method has its drawbacks, it has been in use in different forms for decades and continues to be a preferred method for reading instruction.

Background

The language experience approach was first described in 1943 by Lillian Lamoreaux and Dorris Lee in their book, Learning to Read through Experience. In their book, they described the method as a way to prepare schoolchildren to begin reading the controlled vocabulary readers that were often used in classrooms. Their research and ideas on language learning paved the way for Roach Van Allen, in his 1967 article "The Write Way to Read," to argue for the use of the language experience approach. In this method, the student tells the teacher about an experience they had, and the teacher writes it down as the student says it. Then, the teacher reads it back to the student. The student uses what the teacher writes down to go back and try to read. By doing this, the student thinks, says, reads, and actually combines the basic aspects of language in a relatable way.

The approach has its advantages and drawbacks when being considered as a viable teaching method. Its advantages include the use of student experiences, meaning that the reading material will always be interesting to the student, and the language used will always be at a level the student can understand because they are supplying the language. It is a personalized method of teaching that students will be able to look back on and remember more easily.

One of the main drawbacks to the method is that it is very teacher directed. Because the teacher is the one writing down what is being said by the student, the student loses the valuable experience of writing the words. The teacher can affect spelling and grammar as they are writing, not giving the student the chance to learn conventions of writing through practice. Many teachers who use this method also tend to focus on how the text is being dictated and written out, rather than on the meaning of the text and the ideas that the students are discussing.

Overview

The language experience approach can be used in many different settings to achieve the goal of helping students develop their reading skills. The method of teaching can be slightly different depending on in which setting it is being used. A common example is the difference between how it may be used in one-on-one and group settings.

In a one-on-one setting, the teacher will typically ask the student questions about an experience the student has had, or ask the student to tell a story. The teacher transcribes the story exactly as the student says it, including any dialect or grammatical deviations, in large, clear print that the student can see. When the teacher is finished transcribing, they will read aloud the story to the student, having the student follow along with the written words. After the teacher reads aloud, the student and the teacher read aloud together. The teacher and the student may edit the work together later and continue to use the story for reading practice.

In a group setting, the teacher generally creates a shared experience for the students to do together, whether following instructions to make a craft or going on a field trip. The shared experience gives the students something they can talk about for the teacher to transcribe. The teacher writes down what is said by the students and then reads it aloud with the students following along. When the teacher is finished reading, there is a chance for the students and the teacher to edit the story together so that it makes grammatical sense. When the editing process is finished, the students and the teacher read the work together aloud, so that the students are able to associate the words they are speaking with the words they are seeing written out.

Creating a shared experience for a group of students rather than asking the students to talk about personal experiences is important when attempting to unite students from different backgrounds. When groups consist of cross-cultural students who have had different life experiences, it can be hard for them to relate to each other and find common shared experiences. Using this approach can help unite the students and serve as a bridge across the cultural divide.

The language experience approach is successful as a teaching method because it takes something interesting to the students, their own actions and experiences, and turns it into a form they can use to learn to read. Despite its issues as a teacher-directed learning method, it is widely used in different classroom settings. In addition, many teachers modify the technique so that they are less involved in the process, putting more of the learning experience in the hands of their students. Technology is increasingly incorporated into the language experience approach, including collaborative documents, online platforms, and recording devices. Virtual field trips using video conferencing allow students to share an experience they can discuss and implement into the language experience approach. Some teachers modify the language experience approach to place a larger emphasis on students’ oral development, particularly with those learning a second language.

Bibliography

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Hoffman, James V., and Nancy Roser. "Reading and Writing the World Using Beautiful Books: Language Experience Re-envisioned." Language Arts, vol. 89, no. 5, 2012, pp. 293–304. doi:10.58680/la201219338. Accessed 5 Jan. 2025.

Lamoreaux, Lillian, and Dorris Lee. Learning to Read through Experience. Appleton-Century Company, 1943.

Landis, David, et al. "The Power of Language Experience for Cross-Cultural Reading and Writing." The Reading Teacher, vol. 63, no. 7, 2010, pp. 580–89, doi:10.1598/RT.63.7.5. Accessed 5 Jan. 2025.

"Language Experience Example." Victoria State Government, 17 Jan. 2024, www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/language-experience-example.aspx. Accessed 5 Jan. 2025.

Nessel, Denise D., and Carol N. Dixon, editors. Using the Language Experience Approach with English Language Learners: Strategies for Engaging Students and Developing Literacy. Corwin Press, 2008.

Schwartz, Judy. "A Language Experience Approach to Beginning Reading." Elementary English, vol. 52, no. 3, 1975, pp. 320–24.

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Yurek, Elaine Traynelis, and Mary Winifred Strong. The Language Experience Approach and the Science of Literacy Instruction. Anthem Press, 2024.