Read the following article and answer question based on the text.

Faced with the unprecedented stream of migrants fleeing war and trauma in the Middle East and North Africa, Europe needs to take clear-sighted action.

        For its part, the UK has agreed to take 20,000 refugees, a significant portion of whom will likely be children and orphans according to report. One key aspect in ensuring their smooth settlement in the UK will be providing these refugees with language training.

       Many Syrians are well-educated and many speak fluent English. Others, however, do not speak English well enough to function professionally within the UK. The issue of language is so fundamental to our lives that we often overlook it. Several multi-million pound training contracts have failed to be delivered on account of not addressing the language barrier. All the goodwill, financial backing, and technical expertise to deliver needed medical, economic, military,engineering, or navigational training may be present; but unless there is a shared language in which to impart that knowledge, little will be accomplished.

        One of the biggest misconceptions about language is that if you “just go to the country,” you’ll pick it up. Many people believe that immersion will guarantee fluency; yet you may well know several immigrants who have been in this country for years and still only speak broken English. You might also know dozens of expats in various countries across the world who have failed to pick up the local languages of their host countries. Training and effort are both necessary.

        Though not a guarantee of fluency, immersion is a wonderful opportunity. The first issue we need to address with respect to refugees is ensuring that those who come will actually be immersed. That is, that they will be welcomed as part of larger communities, and not simply join communities of other refugees. On the other hand, immersion is just an opportunity, and in order to take full advantage of it, training and education are required. In terms of refugees, we need to consider options for the provision of language training, whether by self-study, classroom instruction, private tuition, or some combination of the three.        

       The array of needs is staggering. In truth, every language learner has a different set of learning objectives, and will require different training to meet those objectives. Coordinating the actual needs with providers in different regions and accounting for different personal schedules and start dates is a significant challenge. It is, however, a challenge that must be addressed immediately, as proficiency in English will be a key enabler of success for refugees in this country.

(Adapted from Aaron Ralby http://www.blogs.jbs.cam.ac.uk/ socialinnovation/2015/11/16/)

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)