Creating a learning culture: Making it work in the classroom - NALDIC

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section 2As a result of direct instruction in word recognition, EAL learners areoften able to efficiently decode words which they do not understandand so it is important that understanding develops alongside theacquisition and application of phonic knowledge. This is particularlyimportant for young bilingual learners as well as older early stagelearners who are developing language comprehension at the sametime as word recognition processes.Rose (2006) suggests that the simple view of reading is useful as it:• makes explicit that different kinds of teaching are needed todevelop word recognition skills from those that are needed to fostercomprehension;• offers the possibility of separately assessing performance in eachdimension to identify learning needs and guide further teaching.Written language is generally more complex than spoken language.Knowledge of syntax in the additional language will be limited foremergent bilinguals and so needs particular attention when developingcomprehension. Play and role-play support reading through linkinglanguage and experience; they provide opportunities for rehearsing‘chunks’ of language and recognition of grammatical structures. Textswith repetition provide further opportunities to develop grammaticalknowledge which can in turn be applied to other texts.The cultural contexts of texts is crucial in engaging children andsupporting them in understanding the meaning of what they read.Texts from culturally familiar contexts build on children’s ownexperiences and create an ethos where children feel confident inattempting to make sense of texts set in less familiar contexts. This isparticularly important for bilingual learners who are learning to livein two cultures. Culturally familiar texts for early readers can be madeusing photographs of shared experiences, writing down stories thatparents have shared with children and writing children’s own storiesand experiences.For further guidance on developing language comprehensionthrough planned opportunities for speaking and listening see section 1of this unit and unit 4 in these materials. Also see the section ondeveloping and extending vocabulary in this unit.Rose also suggests that the balance of learning needs across thetwo dimensions of word recognition and language comprehensionchanges as children become more fluent and automatic readers ofwords. That is, establishing the cognitive processes that underlie fluentautomatic word reading is a time limited task, and involves acquiring34Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsUnit 2: Creating the learning culture: making it work in the classroomPrimary National Strategy | 2133-2006DCL-EN | © Crown copyright 2006
and practising certain skills, whereas developing the abilities necessaryto understanding and appreciating written texts in different contentareas and literary genres continues throughout the lifespan. Bilinguallearners need focused support in developing language comprehensionin the additional language whether they are beginner readers or fluentreaders.section 2Challenges in reading for meaningBilingual learners face particular challenges in reading for meaning.These include:• Understanding of vocabulary;• Understanding of cultural content;• Application of syntactic cues for making meaning;• Understanding of idiomatic phrases, words with multiple meanings,figurative language including metaphor and irony;• Reading for inference and deduction;• Reading for detail within the overall text.Reading for meaning by fluent readers is an active process whichinvolves a range of strategies and behaviours. The National LiteracyStrategy teaching sequence for reading (see p39) is particularlysupportive of children learning EAL. In addition, the strategiesdescribed earlier in this unit (section1) for making the learningcontexts supportive for children learning EAL can be used to developcomprehension skills. For further information on strategies fordeveloping understanding at word level (vocabulary) see pages 67–75.Primary National Strategy | 2133-2006DCL-EN | © Crown copyright 2006Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsUnit 2: Creating the learning culture: making it work in the classroom 35
Page 1 and 2: GuidanceCurriculum andStandardsExce
Page 3: Excellence and Enjoyment:learning a
Page 6 and 7: General introductionThis is Unit 2
Page 8 and 9: Making contexts supportive for chil
Page 10 and 11: Section 1section 1Making contextssu
Page 12 and 13: Activating prior knowledgesection 1
Page 14 and 15: section 1Bilingual strategies build
Page 16 and 17: Bilingual strategiesBilingual strat
Page 18 and 19: section 1after lessonsDiscussion in
Page 20 and 21: Scaffolding languageand learningsec
Page 22 and 23: section 1The magnet onthe bottom is
Page 24 and 25: • generate talk and powerfully su
Page 26 and 27: section 1• Specific teaching of t
Page 28 and 29: section 1The print environmentThe e
Page 30 and 31: Introductionsection 2Reading and wr
Page 32 and 33: section 2Nevertheless, words must b
Page 34 and 35: section 2This framework is represen
Page 38 and 39: What is reading comprehension?Compr
Page 40 and 41: • Texts which reflect children’
Page 42 and 43: TheteachingsequenceWithin the liter
Page 44 and 45: section 2• access to explicit mod
Page 46 and 47: section 2ICT for EALIt is the respo
Page 48 and 49: Constructing images as a strategy t
Page 50 and 51: Writingsection 2Research carried ou

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