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How can the new-to-English language learners and their teachers work together to provide a successful language learning experience when curriculum content is the priority? Rubin & Thompson (1982) researched and found 14 characteristics of a good language learner.
If each characteristic of a good language learner can be developed for young learners into a ‘child friendly’ question, translated into their mother tongue (maybe orally) and unpicked, question by question, each characteristic can act as a guide for learners to try out new strategies.
References:
Rubin, J., & Thompson. I, (1994) How to be a More Successful Language Learner. Boston: Heinle
Cummins, J. (2000). Language, power, and pedagogy. Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
It’s hard to even start to highlight the challenges of teaching EAL students in such a short article but there are a few key areas to consider:
Including learners of all cultures into the classroom environment and the school
Most schools with early stage learners of English will have some form of guided reading record. This record supports the learner, parents and the teacher in acknowledging, monitoring progress and rewarding good reading habits. We do this because we know the profound influence reading has on progress in literacy (not just reading alone. Try reading Krashen, the Power of Reading, 2004).
However, have you considered the impact of a similar record for learning EAL through the use of flashcard activities?
If you have the opportunity to use a bilingual support partner to help families who have learners working from home, it may be useful to prepare a list of questions for this staff member to ask. Bilingual support is extremely useful when making contact with parents who speak little or no English.