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Learners having difficulty with receptive language or following directions may need support with learning propositions.
Tip or Idea: Ask your learner to draw or make an imaginary scene by following instructions e.g. Draw a house at the bottom of your page/Draw a sunshine above the house/Draw a tree next to the house. Extend this further: Can your learner tell you what to draw? Can they make a crazy or funny picture? Can they make a scene with physical objects?
Learning Village resource: Preposition of place flashcards - matching for meaning - read the description and see if the learner can match to the correct picture.
I have been teaching English for over 20 years and in that time I have held various teaching titles; I had a different acronym depending on which country or school I was teaching in. Over the past 20 years, I have been an ESL, an EFL, an ESP, an ESOL and an EAL teacher. As you can see ELT - English Language Teaching - comes with a whole host of acronyms. I will identify and describe them below.
*All terms below refer to students whose mother tongue is not English and who are learning English.
SEND learners, particularly those with speech and language difficulties, can find comprehension more challenging for a range of reasons. Understanding of subject-specific vocabulary and inference can be difficult areas for some learners.
Tip or Idea: Start simple! Use single images or short sentences and talk about what is happening. Can your learner relate this to an experience they have had themselves?
I have taught ESOL (English for speakers of other languages who live in an English-speaking environment) for over 15 years. Many of my students have recently moved to England. Their reasons for learning English have varied greatly; from learning it out of necessity to learning it just for fun. Likewise, their learning backgrounds have been vastly different. Some students have had very little or recent education, while others have had higher education.