Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Approximate reading time: 2 minutes

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?

Research evidence supporting the strategic use of flashcards to learn vocabulary and language structures alongside a communicative approach to language learning is strong.

Nation and Waring point out:

“There is a very large number of studies showing the effectiveness of such learning in terms of amount and speed of learning. See Nation (1982), Paivio and Desrochers (1981) and Pressley et al (1982) for a review of these studies.

Research on learning from context shows that such learning does occur, but that it requires learners to engage in large amounts of reading and listening because the learning is small and cumulative (Nagy, Herman, and Anderson 1985; Nagy, (1997). This should not be seen as an argument that learning from context is not worthwhile. It is by far the most important vocabulary-learning programme. For fast vocabulary expansion, however, it is not sufficient by itself. There is no research that shows that learning from context provides better results than learning from word cards (Nation, 1982).”

Why not track the strategic use of flashcards in the same way we track reading? To download your EAL learning record to track the strategic use of flashcards: Click here!

At Communication Across Cultures we produce flashcards (click here) for all lessons on the Learning Village as well as special numbered cards to reduce the need to print every subject! Strategic use of flashcards are also integral Teaching English as an Additional Language 5-11: A Whole School Resource. Most schools do have a bank of such cards available and there is no reason why learners can’t make their own!

References: 

Nation, P & Waring, R (1997) Vocabulary size, text coverage and word lists in Schmitt & McCarthy (1997) Vocabulary, Description, Acquisition and Pedagogy, Cambridge

Krashen, S (2004) The Power of Reading, Insights from the Research, Heinemann, Porstmouth


More articles by this author

Lego blocks
Created: Tue 27th Nov 2018

The National Learning and Work Institute (2018) completed a randomised controlled trial of a Community-Based English Language intervention aimed at people with very low levels of functional English proficiency. Findings showed “a strong and clear positive impact that attendance on an intensive 11-week Community-Based English Language course has on both English proficiency and social integration for those with relatively low levels of English proficiency.” (Integrated Communities English Language Programme, 2018).

Language learning game for induction-to-English
Created: Thu 28th Feb 2019

In cases where you have an absolute beginner to English, an induction-to-English is supportive. Yes, we need to be differentiating for the curriculum content in class too, but let's help our learners with some of the basics in a regular small group or one-to-one supportive English learning session...

EAL learners in a small group
Created: Wed 6th Dec 2023

Small-group teaching is an approach in which learners are divided into small groups of roughly 4-8 students and work together supported by a teacher. It is a highly effective way to improve learning outcomes, particularly for EAL learners.

Small-group teaching can be focused on an induction to English, gap-filling areas of challenge or need, or pre-teaching content in the curriculum. 

Back to Blog