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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.
More information about reading for EAL, SEND and low-level literacy 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).
The language of Maths is often considered a language of its own, and this can sometimes be a difficulty for EAL students when they are learning English. NALDIC explain that if EAL learners are not supported to develop mathematical English, they are less likely to be able to fully-participate in the lesson, which could lead to them not being able to make sufficient progress in the subject.
An additional adult can be very effective in supporting teachers with EAL learners in the classroom. An additional adult may be a teaching assistant, learning support assistant or just a regular volunteer. They can significantly enhance support for learner motivation, confidence and self-esteem (Wilson et al, 2003). If you are a classroom teacher, you may be observed on how best to deploy your additional adults against your school standards.