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A discussion of spelling instruction for learners of English as a second language (ESL) looks at writing systems, the literature of ESL instruction, and the literature of English language arts in general. It begins with a typology of writing systems, examining how they represent both grammatical and phonological features. The nature of English orthography is then explored, focusing on its evolution, the influence of morphology on it, and its regular and irregular features. Literature on the pedagogy of spelling is then reviewed, drawing from that of the language arts in general and of ESL instruction in particular. A number of recommendations for classroom spelling instruction are presented, including those concerning the role of reading, exploration of hidden structure in the English writing system, and degree of emphasis on spelling in language instruction. (Contains 25 references, some annotated.) (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The University of San Francisco Spelling Instruction in ESL: English Orthography and Resources for Spelling Instruction in English as a Second Language A Field Project submitted to Dr. Dorothy Messerschmitt of the School of Education, Univ. of San Francisco in partial fulfillment of the requirements of the degree Master of Arts in Teaching English as a Second Language PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) _ by Roger Chrisman June 30, 1996 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O’his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
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