Need for a Specific Approach to Spelling Instruction

By Dr. George Kolanchery

georgeomani@gmail.com

ABSTRACT

Regularity or predictability of English orthography is not a regular/predictable proposition. Educational researchers continue to spend a good amount of time to evolve effective strategies to ensure a steady command of learners over spelling in English but the truth is that still spelling in English evades the grip and grasp of many. Addressing spelling difficulties is a necessity because poor spelling hampers both reading and writing skills.

Teaching and learning spelling, unless done with innovative and improvised tactics, will invite boredom and diminishing degree of motivation in learners. The English spelling system turns to be logical and learnable if proportionate care is taken to apply appropriate measure of commonsense logic and improvised tactics/technologies while teaching it.

The paper throws light on the comprehensive approach (CA) to spelling which is a creative blend of the traditional as well as the multisensory approaches because it makes use of multimedia, general knowledge of the learners, supportive pull of the mother tongue, spellwares, and application of certain strikingly improvised memory tactics to concertize the elusive and confusing spelling system of the English language. The salient feature of this approach lies in making the whole learning process an edutaining one with the use of five CA tools.

The paper also examines the need for a specific approach to spelling instruction in ELT curriculum and pedagogy. The paper will further share with the audience the   need for combating the spelling difficulties of ESL learners and the possibilities of adopting the CA to teaching and learning spelling to ESL leaner’s of various levels/needs.  The presenters’ classroom experiences of applying CA tools   in their ESL/EFL context and its consequent positive outcomes in spelling abilities of their students will also be discussed.