![]() It’s a good idea to mix up methods of pre-teaching vocabulary so that students do not tire of the same ones. Most methods involve students seeing the word in the text, hearing the word, saying the word and getting an idea of what the word means. There are a number of ways that vocabulary can be pre-taught prior to reading and it really doesn’t matter which one you choose as long as students are exposed to the vocabulary prior to reading. ![]() So, teachers, check your pronunciation of words! Correct pronunciation makes a speaker more confident and assists with spelling. Another common mispronunciation I hear is ‘liberry’ for ‘library’. For example, many people pronounce ‘pronunciation’ as ‘pronounciation’ and ‘advertisement’ not as ‘advertisment’ but as it is spelt ‘advertisement’. ![]() Some incorrect word pronunciation has crept into our language. If the word is difficult to pronounce then do this a couple of times. This can be done as simply as the teacher saying, ‘I say the word … now you (the student) say the word’. We do know that students are reluctant to use words that they cannot pronounce so whether a student is six or 16, they must be given the opportunity to repeat the word after the teacher has said it. Some words have been heard but not seen in writing, making it difficult for students to recognise and pronounce the word. In this webinar Hamish will provide teaching strategies, resources and activities ideal for working with EAL pupils.A great deal of vocabulary in subject specific texts is new and unfamiliar to students. To help pupils achieve their best at school it is vital that teachers use language that is rich and context embedded, says Hamish. This will include subject-specific vocabulary.īuilding vocabulary is key to improving communication and learning for pupils with English as an additional language. Modify vocabulary instruction: EAL pupils need to be taught the vocabulary they will need to succeed at school.Use co-operative learning strategies: tasks should be well structured with clear outcomes.Provide comprehensible input: lecture style teaching does not help EAL pupils.Connect new learning to EAL pupils' prior knowledge: many pupils will have come from a school where they have learned only the content – they now need to learn the new labels.Integrate language learning with content learning: work out ways to incorporate both at the same time, teaching English and curriculum content.Inclusion over withdrawal: make sure EAL pupils are in the classroom with other children.The six principles below are fundamental to creating a well-integrated English language learning environment in schools, says Hamish. In his previous webinar, Hamish outlines how schools can take a whole-school approach to EAL teaching to ensure teachers can effectively deal with EAL issues.įundamentals for teaching pupils with EAL Schools are struggling to cope with the increase in the number of pupils with English as an additional language, with teachers feeling ill-prepared to provide for children and young people with EAL. Are you looking for resources and ideas to help support your EAL pupils? EAL teacher and educational sociolinguistics researcher, Hamish Chalmers, is back with a second webinar on EAL teaching. ![]()
0 Comments
Leave a Reply. |