When planning instruction for an intermediate-level English learner from a non-alphabetic language background, what should be considered?

When planning instruction for an intermediate-level English learner from a non-alphabetic language background, it is essential to recognize that these learners may struggle with speech-to-print connections. Non-alphabetic languages, such as Chinese, often do not have a direct representation of speech sounds in writing, which can lead to challenges in connecting spoken language to its written form in alphabetic languages like English. This difficulty may manifest in issues like recognizing letters and their corresponding sounds, blending phonemes, and understanding the alphabetic principle.

Effective instruction should therefore focus on strategies that explicitly teach these connections. This could involve phonics instruction that breaks down the sounds of English and illustrates how they correspond to letters and letter combinations. Using visual aids, manipulatives, and guided practice can help bridge the gap for learners who are not familiar with alphabetic systems.

In contrast, the other options do not accurately represent the needs of students from non-alphabetic backgrounds. While some students from these backgrounds may develop advanced skills in different areas, it is not universally true that they have advanced phonemic awareness or should only focus on the alphabet first. Furthermore, assuming that all individuals from non-alphabetic backgrounds will experience poor reading outcomes oversimplifies their potential and disregards the effects of effective