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Scenario: You are moving to a new country (pick a country which has a different script such as China, Saudi Arabia or Bangladesh). You can only take a suitcase with you. Discuss your thoughts on the following groups of questions;
How would you feel about moving?
How would you feel about learning the language?
How would you feel about your work?
Plenary: Feedback the information from the groups.
Progress the thinking: “Using your understanding of how someone may feel about arriving in a new place and not being able to speak the language – can you think of actual things we can do in our class or school to help our new classmate settle in?”
Put together an action plan as a class with up to 5 concrete ways they can help.
This article follows ''A Recipe for a Successful Start for New Arrivals in School.'
Learners, with or without EAL, may have special educational needs. These needs often require a range of carefully selected strategies and approaches to help learners reach their full potential.
Cloze procedures are tasks where learners fill in the blanks in a text from which entire words have been omitted. Learners decide on the most appropriate words to fill the gaps from a bank of provided words. The word 'cloze' (close) is derived from the word 'closure', whereby participants complete a not quite finished pattern or text by inserting or choosing words to give the text closure (Walter, 1974).
Many of us have learnt to spell as a child without being specifically taught the sounds. In the past, the teaching of phonics was discouraged in schools, however, we learnt a lot through sounding out words independently. At a recent course on voice production, the importance of vowel sounds was emphasised as central to pronunciation. They were also emphasised as central to sounding out to help with spelling. Chunking (breaking up words into syllables) also helps to sound out and spell longer more challenging words.