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Learners are often faced with the challenge of carrying out research for their class project work, and often schools invest heavily into non-fiction readers which can be used for such projects. Non-fiction books are a vehicle for learning all sorts of information about life and the way the world works. These books are also invaluable for helping EAL learners to develop a range of literacy skills, which in contrast to fiction books, require a different type of literacy skill because they use a narrative tone (Lines, 2009). The challenge comes when we have to consider ways to make these non-fiction books inspiring and engaging for EAL learners.
Before selecting a text you'll need to consider how difficult it may be to access: Can a learner access most of the non-technical language? Does the book have accessible pictures to enhance understanding? Care needs to be taken when selecting books to ensure they are accessible, relevant and conceptually interesting for EAL learners. Many nonfiction readers are flexible for use with a range of levels and ages, depending how you choose to exploit them (Brewster et al, 2012).
Washbourne, (2011) highlights the importance of EAL learners reading for meaning. You may want to consider some of her suggestions:
You may find the chart below useful when introducing your nonfiction text (it’s an adaptation of Washbourne’s ideas):
Before reading |
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During reading |
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After reading |
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In addition to all these elements is access learners have to use higher order thinking when developing reading skills. We can use Bloom’s taxonomy to help us focus on these cognitive goals of, analysis, synthesis, and evaluation which are used for more complex and ‘higher’ levels of thinking, in contrast to questions which ask for knowledge, comprehension and application which demand less complex and ‘lower’ levels of thinking (Fisher, 2005). With this in mind, you can create Bloom’s Taxonomy ladders as a tool to engage and challenge your learners, with phrased questions to make reading nonfiction texts more interactive. The resource attached is a sample of the levelled questions which you can adapt and use in your classroom.
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References:
Brewster, J., Ellis, G., and Girard, D. (2002). The Primary English Teacher’s Guide. Harlow: Pearson Education Limited.
Fisher, R (2005). Teaching Children to Learn. Cheltenham: Nelson Thornes.
Linse, C (2009). What about nonfiction? IATEFL Young Learner and Teenager Special Interest Group Publication 2009-1.
Washbourne, A (2011). EAL Pocketbook: Tools and Techniques to Create Inclusive Learning Environments and Lessons for Students with English as an Additional Langauge. Alresford: Teachers' Pocket.
‘Stories and storytelling are fundamental to the human experience.’ Nunan (2012).
In September 2015, Lea Forest Academy took on an additional class of 16 Year 2 newly arrived EAL children. Eight of these children had never been schooled, while eight had had some schooling experience in their home country. The school had no specific EAL provision in place or trained staff.
What did they do?
Where did they start?
The big day has arrived, the new uniform is looking smart, and now our 'senior' Primary school learners are about to become important 'junior' Secondary school students. For most of us, this is a memorable experience and, therefore, very significant. However, whilst some learners approach this milestone with great excitement and enthusiasm, others are nervous and anxious.