Further learning - Blog

It is widely accepted that learners absorb and retain more information when they are engaged and having fun in the language classroom. Interaction between learners will occur naturally and consequently provide an environment for authentic communication practice. For the purpose of this blog, the word ‘fun’ is interpreted as being entertaining and engaging. A good test, as suggested by Wright, Betteridge and Buckby (2009), might be to ask: ‘Would the learners be happy to do this activity in their own language?’

Sports and culture

Sports are often an integral part of any culture. Children grow up playing or watching sports at home with their family from a very young age. Apart from the immediate family environment, schools also promote the benefits of an active lifestyle with Physical Education (PE) being an essential part of the school curriculum and a process that uses bodily movement to promote learning while playing a variety of sports games (Peter, 2015).

It is widely recognised that young people and their families should be at the heart of their educational journey. The phrase “nothing about us without us” simply and powerfully reflects the need to include young people and their families in decisions that affect them. Pupil voice can provide crucial insights into the needs of young people with SEND. Parents can also provide a valuable overview of a child’s needs, strengths, and challenges. Using these insights to guide learning opportunities can enhance engagement, enjoyment and, ultimately, progress.

Sensory needs (considering lighting, noise, textures, smells etc.) are now being seen as a central part of school design. It is widely recognised that overwhelming environments can block learning or trigger distress. Each learning environment presents its own opportunities and challenges to reducing sensory overload. Luckily, there are lots of small changes that can make a big difference to your learners!

Preparing for exams, tests, or assessments can be a stressful experience, especially for those learning in a second language. Exams and assessments often require strong language skills, such as essay writing, comprehensible answers showing the understanding of main points and details, or at the very least multiple choice questions that test a learner’s ability to pick out detailed information.

Memory plays a crucial role in learning, by enabling the storage, retention, and retrieval of information. Some learners may have specific memory challenges such as short attention span, working memory limitations, difficulty with retrieval, or challenges organising and categorising learning. Learners with conditions such as dyslexia or ADHD may find memory processing more challenging.

When surrounded by nature, one experiences many positive changes, such as emotional well-being, self esteem, resilience, and health-related quality of life (Tillmann, Tobin, Avison, 2018). It was noted that:

Attending a recent woodwind ensemble concert made me think about language use in the classroom - quite an unusual connection, right? ‘How so?’ you might ask. Perhaps it was because the musicians each had a different heritage, played a different instrument, and spoke another language. Yet, they all tuned their instruments together at the start and communicated in English before creating something beautifully fluid for the audience to immerse themselves in.

Immersion in the new language and regular practice are fundamental aspects of fluency development in second language acquisition and instruction. However, there is much discussion on the benefits of using learners’ first language (L1) in language lessons (Cummings, 2007). This article explores some of the main benefits of incorporating students’ L1 in ESOL instruction as well as some practical ideas for activities that could be used for this purpose.