We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
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 |
|
During reading |
|
After reading |
|
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.
Download our free resource by clicking on the button at the top or bottom of this article.
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.
Learners with speech and language difficulties may find it difficult to remember words or think or the word they want to use when they are talking.
Tip or Idea: Think of a category such as ‘animals’ or ‘things in a kitchen’ and then see how many words you can name. Each time you think of a word place a Lego piece on top of another and see how tall a tower you can build!
We are all faced with very different learning situations at the moment and home learning has become the current norm. The challenges it poses are significant. Parents often have limited time available to support learners, limited understanding of where to start, sometimes a lack of technological know-how in accessing online classrooms - or even a lack of access to an online environment altogether. These issues are exacerbated amongst parents with limited understanding of the school language.
‘Stories and storytelling are fundamental to the human experience.’ Nunan (2012).