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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.
As educators, we are naturally reflective creatures, habitually revisiting lessons in our minds to see if we could somehow improve. Could the outcomes have been better? Were the discussions rich and high in quality? Was the balance of activities right to get the best possible language learning progression? Here, we will explore how to get the right balance in lessons, as well as suggesting activities.
A School Language Profile is an invaluable tool!
In the previous article we looked at the thorny issue of EAL learners with specific learning differences (SpLD). We discussed how identification of SpLD in EAL learners could be a long and frustrating process. We looked at some possible, non-language based assessments. At the end of the article we discussed the possibility of using a ‘language profile’ to help identify possible concerns at an early stage.
A wide reading programme is promoted as a key vehicle for learners of English as an additional language (EAL) to improve their English language skills and become successful readers in English. Typically, such a programme involves learners being exposed to an extensive variety of reading materials both as independent readers and in structured sessions facilitated by a teacher or teaching assistant.