Community Village

 

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Author: Karen Wilson, SEND Specialist

Learning Village is an invaluable tool for deaf learners with or without EAL. The use of image as the main language of instruction provides visual cues to support your learners.

Tip or Idea: Deaf learners may need to lip read or see speech physically modelled to support their understanding. Using our resources in an adult-led small group session and/or using the demo learner as a teaching tool can be very powerful for deaf learners.

Learning Village resource: Try using our printable resources in small group or pre-teaching sessions to support English language development across the curriculum. For example, our Plant and Animal Cells resource is great for supporting science learning!

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Further learning - Blog

Learners in the classroom

Giving learners ownership over their learning

Created: Sat 19th May 2018

Studies have found that learning a skill yourself, and then applying it, not only brings immense personal satisfaction (among other valuable benefits), but also leads to greater achievement. It’s an important part of an enquiry-based curriculum.

Personal satisfaction can be achieved through learning that is personalised and by promoting a growth mindset. Carol Dweck, professor of psychology at Stanford University, explains simply how achievement and success can be perceived:

Girl online learning

Engaging EAL learners while learning remotely

Created: Mon 8th Mar 2021

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?"

A sign with 'Phonics?' on it

Should I teach my EAL learners phonics? If so, how?

Created: Tue 12th Apr 2016

As educational pedagogies continue to move cyclically, with new strategies moving in and out of favour, the battle of reading approaches continues to rage on between the 3 main approaches: Synthetic Phonics, Analytical Phonics and Whole Language methods. They are often viewed on a continuum, with the Whole Language approach (Top Down method) being the least skills based and the Synthetic Phonics approach (Bottom Up method) being the most (see figure 1).

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