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Like it or not, everyone involved in education in early 2021 is learning a relatively new and constantly evolving language... the language of digital/online/remote learning. Of course, having access to digital devices - and the Wi-Fi or data to use them - as well as the ongoing support of teachers and parents, are vital for pupils, but remote learning also needs a degree of fluency in the language of 'online English'. Arguably true for all pupils, I'm going to focus in this article on those pupils who are 'remote learning' through English as an Additional Language (EAL) - and specifically, those at the early stages of English language acquisition.
I've been lucky enough to have worked with hundreds of teachers (mainly primary) in London and Bristol over the years, exploring together how to identify and develop effective strategies for teaching EAL pupils. Does this EAL pedagogy apply to online learning? From my perspective, the answer is a resounding 'yes'. Can we use our EAL expertise when planning and teaching online lessons? Yes! In our changed world of having to spend huge amounts of energy on digital development, let's remember that our teaching skills and expertise remain - and let's find new ways of applying them to the online learning context.
Ahead of this, let's remind ourselves of some key elements of EAL pedagogy:
Regardless of the curriculum focus, it can be useful to consider elements 1-3 above when planning a lesson or series of lessons for a topic in any subject area. As remote learning is the topic of interest here, I'm going to suggest some content and strategies to develop early stage EAL learners' fluency in 'online English', so that they can better engage remotely.
The resource accompanying this article gives examples about how to consider these elements when planning lessons for the topic of 'online English', including vocabulary and language structure flashcards. You can download the resource by clicking on the buttons at the top and bottom of this article.
It's all about access and comprehensibility. As in the face-to-face classroom, pupils at the earlier stages of English language acquisition will be better able to understand and respond during online lessons when the language - in relation to the content - is made clear, starting with fluency in 'online English'.
References:
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.
Effective teacher-parent collaboration has undoubtedly been found to be beneficial for a child’s wellbeing and academic performance with relevant research recently highlighting two distinct approaches to home-school partnerships associated with specific parent behaviours each (Epstein, 2001). Below we will attempt to shed light on the differences between ‘parent involvement’ and ‘parent engagement’ in an effort to help schools make more informed decisions on what really matters when it comes to promoting successful collaboration with parents.
There is no denying that in the 21st century, teachers have gone from strength to strength in using technology in the classroom and this has changed the classroom landscape significantly. The digital age has introduced new avenues to explore for learning and teaching beyond the traditional classroom methods.