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Feedback is the buzz-word and, as with most things, it is not being reinvented, but constantly readapted. In recent years, we see more formal national approach. One can become overwhelmed with the copious elements that need to be considered when feeding back to learners.
The key is to be clear a on what exactly you are feeding back on and how the ultimate goal will improve the individual child's learning. Feedback provides students with an evaluation of their work, either written or oral. It can be descriptive, but needs a clear layout in order to channel learners to focus on specific areas. It is important for students to establish clear goals in order to feed forward (use these evaluations to inform next steps). Feed forward gives learners a clearer idea of areas in need of development, which is crucial in goal setting. This is central to successful learning.
The attached template provides a useful tool for use with students to create an individualised learning chart. It includes visuals to understanding, important for EAL learners. The student is able to see areas that have improved and the learning goals to be worked on.
Barry and Matthew Carpenter’s ‘Recovery Curriculum’ has many applications for EAL pupils. Their ‘Recovery Curriculum’ was created during the 2021-21 pandemic, over concerns about how learners would cope when back in school. The Carpenters describe how the Recovery Curriculum is built on five levers, “as a systematic, relationships-based approach to reigniting the flame of learning in each child” (Carpenter and Carpenter, 2020).
Beckmann (2009) defines the term ‘cross-curricular teaching’ as ‘instruction within a field in which subject boundaries are crossed and other subjects are integrated into the teaching (how and for whatever purpose or objective)’.
Similarly, see here for guidance on CLIL (content and language integrated learning) teaching.
What tools are there if you have a sixth sense that something is not quite right?
At what point does a teacher start to question whether an EAL student’s lack of progress is due to English Language Development (ELD) issues or due to specific learning differences (SpLD).
These questions come up again and again. Learning English as an Additional Language is not a learning difficulty, however 20% of EAL students will follow the norm of having specific learning differences (Chapter 1, SFR24/2012, GovUK). Therefore, there is a possibility that an EAL student has SpLDs.