Further learning - Blog - Professional Development

Sometimes our students who have English as an additional language seem to be having more difficulty than expected developing their language, and accessing the rest of the curriculum. Most teachers have become more aware of the signs of dyslexia (and other specific learning differences), but the overlap with the language learning process makes it much more complex to identify EAL learners who also have a SpLD.

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.

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Many of us have learnt to spell as a child without being specifically taught the sounds. In the past, the teaching of phonics was discouraged in schools, however, we learnt a lot through sounding out words independently. At a recent course on voice production, the importance of vowel sounds was emphasised as central to pronunciation. They were also emphasised as central to sounding out to help with spelling. Chunking (breaking up words into syllables) also helps to sound out and spell longer more challenging words.

This morning my 4-year-old said, "Mummy, there are two languages, child's language and adult language". I asked her what she meant and she explained that when her friend was crying the teacher told her to read her the "owl" book. She then said, "The teacher reads the words but the child changes it." A young child may not be able to read, or retell the story using the actual words but often can retell it in their own words. A bit like a translation, as my daughter illustrated. The key factor is not the actual words, but the story behind the words.

Whilst reading a book on reclaiming childhood ('Their name is today' by Johann Christoph Arnold) the chapter on 'learning differences and how to cater for them' triggered thoughts on teaching differences. At the end of the October article it was mentioned that EAL teaching should be evaluated in a different way due to the very nature of the subject and I shall try to clarify why.

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.