Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Email share link LinkedIn share link Twitter share link Facebook share link
Author: Karen Wilson, SEND Specialist

Dual coding, developed by Allan Pavio, is a teaching method that combines different types of stimuli to support students to learn and remember information. It is particularly beneficial for learners with special educational needs. An example might be combining words with pictures or audio with text.

Tip or Idea: Start with an image and ask students to explain in their own words what they mean or flip it around and provide students with a word and ask them to draw or create their own image.

Free resource to help you with this activity: Dual coding is key to the Learning Village programme. Try using our exercise resources to see how the combination of images and words can help your learners.

Email share link LinkedIn share link Twitter share link Facebook share link

Further learning - Blog

Collaborative learning activity template

Collaborative learning: 'Introduce Me' activity

Created: Mon 25th Mar 2019

This ‘Introduce Me’ activity is a fun and rewarding way to introduce a new topic, while developing language skills.

It’s ideally suited to learners of English, allowing them to hear knowledge  presented in different ways, by more than one source, in a non-threatening environment. There’s plenty of opportunity for repetition and rephrasing. This is an adaptable activity to suit any topic where you need to introduce content. This particular example is based on trading goods (see References), but a blank template is provided for you to create your own resource.

Multilingual class

The voices that don't get heard: Why a child's mother tongue matters in the classroom

Created: Sun 23rd Jan 2022

If Katerina spoke in Russian again in the classroom, the teacher warned her, her name would be put on the board and she would miss out on certain privileges. 'Katerina' - a seven-year-old Russian speaker newly arrived in the UK - was finding it difficult to let go of her mother tongue (also referred to as 'home language', 'first language' or 'L1') in class, to the frustration of her teacher. Her story is the central point of a recent research paper by Olena Gundarina and James Simpson (see References below).

Giving ownership to young learners

Created: Sat 21st Dec 2013

Supporting the learning of the new language is by no means the only aspect of helping a new arrival to feel ‘at home’ in their new country. However, as it can be one of the most stressful aspects of their life change and therefore a carefully tailored plan to accommodate for their language learning needs is essential. There are a wealth of resources available for supporting teachers in helping children in their first steps of learning English.

Show more