According to Wessels and Trainin (2014), there are tendencies for teachers to overlook the fact that not all families share the same linguistic, social, and cultural practices of book reading that many middle-class US families have”. The above notion is correct based on the factor the United States consists of a large society with people of different cultural backgrounds. Hence these groups of individuals have different dispositions to reading and its importance. There is need point out the knowledge of the fact as mentioned earlier is of primary significance to teachers based on the fact they there are responsible for teaching and inculcating reading skill to their students. The possession of the above knowledge enables teachers to understand the varied background of their students hence they can develop teaching aids and strategies to cater to the individual needs of the students.
Based on the knowledge of the diverse cultural background of the student and their varied disposition to reading, teachers are aware of the specific needs of their students. Hence they develop strategies to meet the requirement of students. The above concept can be implemented; thus, a student with a good background in the English language, i.e., children from English speaking homes should be given less consideration when compared to non-English speakers. Non-English speakers should be taught the basics of the languages and also be the helped to understand factors such as decoding which entails the systematic and explicit explanation of the correspondence between phonemes and letters. Such students should also be taken through the process of vocabulary development which includes the depth and breadth of word flexibility.
According to Richards and Rodgers (2014), some factors can determine whether an approach or method should be adopted, such element includes paradigm shifts; this occurs when other teaching methods form other subjects to influence the teaching method selected in the field of linguistics. Second, the support network is also a factor responsible for the determination of the section of a teaching method. The above element has to do with the availability of support and teaching aids in a bid to ensure the effectiveness of the learning and teaching process. The support network also has to with the presence of assistance from government education department to support the teaching process. Third, Practicality has to with the determination of the simplicity of such methods and the rate at which learners could understand it. Last, the teacher’s language proficiency is the factor that considers the understanding of the teacher regarding the language. When it comes to language proficiency being a native speaker does not matter as long as the teacher has an in-depth understating of the language.
After an in-depth study of the above methods, it is important to note that I consider the teacher's language proficiency to be the critical factor for consideration when selecting a teaching method. The adoption of the above conclusion is based on the fact the teacher's influence on students cannot be overemphasized. Good teachers will always develop good students, and the reverse is the case of bad teachers also. .it is important to note that it does not matter if teachers are native speakers of the language or not, proficient language teachers understand the basics of the language. Thus, they possess the required knowledge to drive home the needed changes that will lead to a rise in the language proficiency of students and their ability to use the language efficiently.
References
Richards, J. C., " Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Third Edition. New York: Cambridge University Press. ISBN-13: 978-1107675964. ISBN-10: 1107675960
Wessels, S., " Trainin, G. (2014). Bringing literacy home: Latino families supporting children's
literacy learning. YC Young Children, 69(3), 40.
