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In schools where English is the language of instruction we welcome new arrivals with limited English and, step by step, they become skilled in speaking English. These young learners have a gift, the gift of bilingualism. A skill that has a profound effect on their lives. This skills may affect their identity, the way they are educated, their employment, the friends they keep, marriage, where they choose to live, travel and how they think. The consequences are significant.
However, we often see cases of young learners losing their valuable mother tongue as a result of immersion in a new majority language, in this case, English. It’s very easy to focus so much on the importance of the new, majority language that the mother tongue is lost almost completely in some cases.
It is essential to foster the ongoing development of mother tongue in class and with parents and, where possible, try and ensure learners are immersed in their mother tongue from time to time.
To find out more about bilingualism in general and all kinds of question a teacher or parent may have about the area, have a look at Colin Baker’s book: A Parents’ and Teachers’ guide to Bilingualism. It includes an easy to follow list of questions highly relevant questions. Examples include:
Neither of us speaks a second language. How can we help our child become bilingual?
With EAL learners making up a diverse group with varying English proficiency levels and needs, differentiating class content for EAL learners can be challenging and time-consuming for teachers. However, utilising Artificial Intelligence tools as a time-saving resource for EAL planning can help us adopt more tailored approaches to teaching in almost no time. Let’s explore some of the ways in which AI can help us save time on a busy school day.
In the last edition, we considered the importance of not using a Whole Language approach in isolation as a primary method of literacy instruction, but rather ensuring that a systematic, skills-based approach is used to guarantee reading and writing progression for second language learners. This begs the question, which systematic approach should we use? The two systematic methods adopted by most practitioners for first language learners are the Analytical or Analytic Phonics approach or the Synthetic Phonics approach.
Scenario: You are moving to a new country (pick a country which has a different script such as China, Saudi Arabia or Bangladesh). You can only take a suitcase with you. Discuss your thoughts on the following groups of questions;
How would you feel about moving?
How would you feel about learning the language?