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Learners having difficulty with receptive language or following directions may need support with learning propositions.
Tip or Idea: Ask your learner to draw or make an imaginary scene by following instructions e.g. Draw a house at the bottom of your page/Draw a sunshine above the house/Draw a tree next to the house. Extend this further: Can your learner tell you what to draw? Can they make a crazy or funny picture? Can they make a scene with physical objects?
Learning Village resource: Preposition of place flashcards - matching for meaning - read the description and see if the learner can match to the correct picture.
We all know that there can be resistance to writing in the EAL classroom. To break this barrier, we need to consider the reasons for this, which are often due to a lack of scaffolding and under-confident learners. Working through a process of reading a model text, deconstructing it and then reconstructing your own text by following a scaffold, leads to more satisfactory outcomes.
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.
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: