PPLI Primary Guidelines - Flipbook - Page 26
Language and Languages in the Primary School Some guidelines for teachers by David Little and Déirdre Kirwan
ppli.ie
2.3.3 Producing parallel texts in two or more languages
The development of fully integrated plurilingual repertoires entails that learners develop literacy skills in each of their
languages. It is widely assumed that this means teaching them to read and write in each language separately, which
is impossible when multiple home languages are present in the class. However, as we explained in section 1.3, it is
possible for skills in one language to be transferred to another language provided there is adequate exposure to that
language and sufficient motivation on the learner’s part. With help from their parents and older brothers and sisters,
EAL pupils can transfer their emerging literacy skills in English and Irish to their home languages. They learn to do this
by producing parallel texts in English, Irish and their home language – parallel in the sense that the texts are as far as
possible identical in structure and content.
First steps
When pupils are first learning to write, the teacher can produce simple worksheets for them to complete in English,
Irish and (in the case of EAL pupils) their home language. The worksheet might focus on different kinds of fruit or
different items of clothing, or it might provide basic information about the pupil – name, age, class, name of school,
where they live, which languages their speak, likes and dislikes. In the very early stages, EAL pupils will certainly need
help with their home language. A parent or older sibling may write words for the pupil to copy or dictate the spelling.
When parents’ English language skills are less well developed than those of their child, they can nevertheless help if
the child provides an oral translation of words and phrases he or she needs to write.
Producing longer texts
In First and Second Class, as pupils gradually develop the ability to write longer texts, the production of parallel texts
can start with Irish rather than English. For example, Irish versions of stories pupils are already familiar with can be
written collaboratively by the whole class, or they can invent stories based on events they themselves have experienced,
like having a fall and injuring themselves. The teacher scaffolds their contributions to the story, which she writes on
the whiteboard as it takes shape, correcting pupils’ errors without comment. The pupils write the story in their
copybooks and for homework rewrite it in English and/or their home language. If the original story were written in
English it would be beyond most pupils at this level to produce an Irish version, whereas producing an English
translation reinforces their learning of Irish.
Pupils can write and illustrate small dual-language books about themselves and their family, the school and its garden,
their favourite animal, hobbies, weather and so on. Two sheets of A4 folded twice, cut and stapled make a book of eight
pages. Such books can be read aloud to the rest of the class and displayed at events in school, when video recordings
of pupils reading their work may also be shown.
Using poetry to support plurilingual literacy – Irish and home languages should be included in the discussion of poems.
For example, when introducing “The Night before Christmas” make sure that pupils know what Christmas is in Irish
and ask EAL pupils how they say “Happy Christmas” in their home language – Nollaig shona dhuit; Joyeux Noel; Buon
natale; linksm Kald; feliz Navidad. The class can then make a poster that combines these greetings with festive
images (some EAL pupils will know how to write the greetings in their home language, others will need to ask their
parents). A poster can also be made with the various names for Santa Claus and pronunciations can be compared.
Delivering
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