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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.
If you have EAL new arrivals in your school with limited English, you need a scheme of work in English that supports learners with language learning alongside the curriculum content you are delivering. This is to ensure young learners are understanding the basics of language needed for success.
Learning can be split into two parts:
An EAL teacher is a professional specialising in working with learners for whom English is an additional language, such as refugees, asylum seekers or children of migrant families.
"Parental involvement is invaluable for any new arrival in transition. The learner’s family may be the only group of people who truly understand their transition. The parents may have very little understanding of what happens in an English-speaking school or the approach you have to education. Parental involvement will help you to understand more about the child’s life as well as build a valuable rapport and level of trust between all parties.”
(Scott, 2012)