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The lack of a common language between children can be frustrating so we often assign buddies who have a common language to help our learners. Someone who speaks the same language can help the new student feel less alienated by speaking the same language and recounting what is being said and explaining what is happening. Students are often used as interpreters in schools. However, as with any translation, it can result in unintentionally misinterpretation.
Interpreting is a difficult skill. Although they find it easy to interpret for classroom language, they understandably often struggle to translate academic content that demands more complex concepts and subject specific vocabulary.
How can we help our young interpreters?
Firstly, they need some guidance. Perhaps you have a learning mentor, EAL or class teacher or school council leader who will take on the responsibility of training those buddies who are often translating.
When selecting an interpreter, consider that they will need a good short term memory to remember what was just said as well as a good long term memory to put the information given into context.
Here’s a guide for a young interpreter:
(Available to download for free by clicking on the green button)
While learning new languages, a lot of information simply needs to be remembered, and we often have to combine new information with what we already know, using our working memory. For students with specific learning differences, such as dyslexia, retrieving information from the long-term memory can be slower or less effective, resulting in greater difficulties in learning. It is therefore vital to teach specific memory strategies.
Memory processes are complex, but in my experience, we remember better the things that we:
We all learn in different ways. Helping your students to identify what works best for them is really important. Do they prefer visual aids, make links with existing learning or use movement and actions to help them remember things? Identifying their own personal preferences and effective practices will benefit lifelong learning and help your students to succeed.
Small-group teaching is an approach in which learners are divided into small groups of roughly 4-8 students and work together supported by a teacher. It is a highly effective way to improve learning outcomes, particularly for EAL learners.
Small-group teaching can be focused on an induction to English, gap-filling areas of challenge or need, or pre-teaching content in the curriculum.