Abstract
Purpose. The purpose of this study was to develop an understanding of English language learner interpretation of the roles of oral language proficiency, social interaction, and safe environment in learning to read successfully. Methodology. The study's design was participatory hermeneutic research. The fifth- and sixth-grade students were selected from Title I schools in Washoe County School District in Reno, Nevada. One-on-one interviews asking open-ended questions were recorded and transcribed into text. Data were analyzed using qualitative research methods. The conversations were coded by the students' perception of their way of learning to read and write. After coding all the texts, the texts were placed in envelopes representing the research questions and the students' responses. Conclusions. Students need a foundation in oral language before learning to read. These skills are central to reading and writing in a second language as supported through the research of Snow and Wong Fillmore (2001). Students need phonemic awareness and basic sight words to learn to read and write. Learning a second language does not occur overnight even when conditions are ideal. Students need to interact with peers, family, and teachers who speak English at a higher level than they do as hypothesized by Vygotsky (1978). Games, hands-on activities, and cooperative learning in the classroom are beneficial interactions. A safe environment is necessary. Learning a language and becoming literate cannot happen by fear and intimidation. Students must have the opportunity to take risks, ask questions, and have the chance to use their English-speaking skills where they are respected and appreciated for learning English as a second language. Parker Palmer (1998) supported the findings of students and discussed the importance of openness in removing barriers to learning. Students will have difficulties learning if they are in fear of being found ignorant. Mutual trust provides boundaries that structure education and encourages students to engage in learning with uncertain outcomes (Palmer 1998). All three categories are important when teaching students to read in English. The students also stated that motivation, family support, cooperative learning, hands-on activities and self-esteem were equally important to become successful readers in English. Recommendations. Findings of this study recommends changes in elementary schools where English language learners attend. Students need opportunities to build oral language before learning to read. Developing oral language in ESL instructions and in mainstream classrooms for Newcomer's and ESL students encourages student interaction with others who speak at a more fluent level. A safe environment for ELL where others are respectful and provide the opportunity to take risks in speaking a new language is crucial. Further study needs to examine the affect of motivation, self-esteem and cooperative learning, multiple intelligences when students are learning a second language.