PPLI Primary Guidelines - Flipbook - Page 20
Language and Languages in the Primary School Some guidelines for teachers by David Little and Déirdre Kirwan
ppli.ie
Language support classes
It is in keeping with the approach recommended in these guidelines to include all pupils in language support classes:
native speakers of English benefit from an intensive focus on language, and they can help to scaffold EAL pupils’
communication. Mixed ability groups benefit all learners: pupils with well-developed skills provide a model for those
whose proficiency is less well-developed, and the help they give enhances their own understanding of language. It
should go without saying that effective language support classes require close cooperation between language support
and class teachers. Especially in the early stages, classes should begin with an undemanding focus on the learners as
individuals. If someone has a new coat or shoes or a new soft toy, that may provide a useful starting point for engaging
everyone. EAL pupils can be asked the word for coat and shoes in their home language – the teacher should repeat
the words and ask whether she has pronounced them correctly. When EAL pupils have begun to read and write, it is a
good idea to write down what they say in English and Irish so that their learning is focused on their own attempts to
communicate. In due course classes can deal with whatever topics are current in the pupils’ mainstream class.
The importance of involving parents – Parents of EAL pupils play an essential role in maintaining and developing their
children’s proficiency in the language of the home, especially when it comes to reading and writing. They should be
encouraged to engage in the same literacy-supporting activities that teachers recommend to English-speaking parents,
but in their home language: reading to their children every day, engaging in shared reading and writing activities,
encouraging their children to communicate electronically with family members in other countries, and so on. It is
important to make clear to them that their home language, in which they are expert, has an essential role to play in
their children’s development and education. When immigrant parents are unable to provide literacy support of this
kind, the school may be able to help, for example by putting the family in touch with literate speakers of the same
home language. Parents should be kept informed of the progress of their children’s language learning; regular teacher–
parent liaison is vital if EAL pupils are to develop literacy in their home language. One way of facilitating communication
with parents who are not fluent in English is to create multilingual templates for frequently used messages; other
parents are usually willing to help with translations.
Delivering
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