Teaching English language learners
Reading aloud Storybooks, as well as home and classroom activities, can provide the context for children to construct their own narratives (Stormont et al. 2003). Read-aloud activities should be structured into classroom activities as they are vital to the development and learning of language in children, whether it is a second or first language. Where possible, children should read one story a day, taking turns to read aloud. They should be encouraged to respond to the story and ask questions about what is happening in the story, depending, of course, on the age and level of language development for ESL children. This gives the teacher an opportunity to discuss any concepts or confusing words that are in the story. Try to pick stories that are simple and repetitive, allowing children to predict text and meaning. This makes understanding easier and provides other non-linguistic guides to what is happening in the story. Recounts about familiar events or routines are useful, as they maintain children’s interest and provide some structures to help understand the story—for example, shopping or birthdays are generally familiar events to most children. Additionally, language play or manipulation of language through rhymes, jokes, riddles and tongue twisters are very useful to develop and enhance oral language skills. These forms of language manipulation are often used in other cultures and so are familiar to young children. Often rhymes, like songs, are chanted in unison and so provide a safe and risk-free, fun environment in which to practise language out loud.
Sharing Sharing is another less structured event which is useful for encouraging children to talk aloud in the classroom. Teachers must be careful that ESL children are given opportunities in a safe, supportive environment to talk and ask questions (Barnitz 1998). ESL children will probably need extra help and support from the teacher to express themselves so they can participate in sharing time. Other classmates need to be aware that ESL children may speak more slowly, make mistakes or not be able to express themselves as easily as English speakers, and they need to show patience in this situation and not discourage the efforts of the ESL children. Despite the difficulties that some ESL children may experience with sharing, it is still a useful way to enhance oral language so should be encouraged where possible. Once again, teachers can encourage ESL children’s attempts at speaking by rephrasing and repeating what they say and asking questions to prompt conversation. If children make mistakes, gently and carefully correct these, being mindful not to make the child feel inferior or selfconscious.
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