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How can the new-to-English language learners and their teachers work together to provide a successful language learning experience when curriculum content is the priority? Rubin & Thompson (1982) researched and found 14 characteristics of a good language learner.
If each characteristic of a good language learner can be developed for young learners into a ‘child friendly’ question, translated into their mother tongue (maybe orally) and unpicked, question by question, each characteristic can act as a guide for learners to try out new strategies.
References:
Rubin, J., & Thompson. I, (1994) How to be a More Successful Language Learner. Boston: Heinle
Cummins, J. (2000). Language, power, and pedagogy. Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
The big day has arrived, the new uniform is looking smart, and now our 'senior' Primary school learners are about to become important 'junior' Secondary school students. For most of us, this is a memorable experience and, therefore, very significant. However, whilst some learners approach this milestone with great excitement and enthusiasm, others are nervous and anxious.
The language show this year in Olympia made me even more aware of the gift of having more than one language. One of the stand's motto was 'monolingualism can be cured', another 'Speak to the Future' (www.speaktothefuture.org) campaigns to promote the teaching of languages in schools in the UK. Since this September all children in primary schools will be taught a language as the government finally realised that, in a mobile world, a second language is essential for a country's economic development.
In January 2021, we commenced another lockdown in the UK and put our recovery curriculum on hold. The question on most of our minds was immediately: "How will our EAL learners progress without the English academic and social interaction school provides, and which they need in order to flourish in their language learning journeys?"