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Is it important for young English language learners to read dual language text?
It can be helpful for learners to read texts in both languages. It can provide a quick reference to aid comprehension and fosters an appreciation of the languages. It can be used creatively as a shared reading teaching tool in a bilingual setting. However, it is not a necessary part of learning the language. Often young learners will read one language and ignore the other. Additionally, if the majority language is English, this tends to reduce the desire to read in a minority language. Controversially, English quite frequently becomes the favoured language of choice due to its dominance/status in environments where English is widely used.
A School Language Profile is an invaluable tool!
In the previous article we looked at the thorny issue of EAL learners with specific learning differences (SpLD). We discussed how identification of SpLD in EAL learners could be a long and frustrating process. We looked at some possible, non-language based assessments. At the end of the article we discussed the possibility of using a ‘language profile’ to help identify possible concerns at an early stage.
Chances are, if you’ve been teaching English for a while, you’ve provided plenty of feedback to your learners on the accuracy of their writing. Prior to undertaking action research on this practice, it was evident from my observations of colleagues that there were multiple approaches and attitudes towards written corrective feedback.
The traditional way to start a lesson with Secondary school learners is with a 'do now!' activity. It works. You get a focused start to the lesson, with students calmly settling into an activity as soon as they enter the room. Moving on – and introducing the ‘learning intention’ – however, can be a little more challenging. This is especially true for EAL learners, particularly if the lesson is a tricky or more academic one, such as a writing lesson, that may have negative connotations for some pupils.