PPLI Primary Guidelines REVISED EDITION - Flipbook - Page 23
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Language and Languages in the Primary School Some guidelines for teachers by David Little and Déirdre Kirwan
learners themselves: there is a sense in which what pupils write in their copybooks is their learning. In 2.3 we propose
that as soon as they begin to write, pupils should keep a plurilingual copybook that records their encounters with
multiple languages. Finally, teachers have found it useful to keep their own record of particularly interesting classroom
exchanges and pupil contributions as well as words and phrases they learn in EAL pupils’ HLs.
Language support classes
EAL pupils need focused English language support, especially in the early stages of literacy development; the transition
from Senior Infants to First Class is especially important. Whether language support is provided by a specially appointed
teacher or in the mainstream class, it is in keeping with the approach recommended in these guidelines to include all
pupils: native speakers of English benefit from the intensive focus of language support, and they can help to scaffold
EAL pupils’ communication. 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 or shoes in their HL – the teacher should repeat the
word and ask whether she has pronounced it correctly. When EAL pupils have begun to read and write, it is a good
idea to write down what they say so that their learning can focus on their own attempts to communicate. In due course
language support classes can deal with whatever topics are current in the pupils’ mainstream class.
The importance of involving parents
As noted above, parents should be made aware of the school’s language policy and kept informed of the progress of
their children’s language learning. The 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. Regular teacher–
parent liaison is vital if EAL pupils are to develop literacy in their HL.
2.3
Implementing a plurilingual approach to teaching and learning
In sections 1.1, 1.4 and 2.1 we have summarized the principles that underpin a plurilingual approach to language
education and have given a general account of its pedagogical implications. We now describe some of the ways in
which the approach can be implemented from the beginning of Junior Infants to the end of Sixth Class. At each stage
of the curriculum, implementation is characterized by five key features:
•
Dialogic and exploratory classroom talk
•
Encouraging autonomous learning
•
Using plurilingual copybooks
•
Developing awareness of language and language learning
•
Developing pupils’ plurilingual literacy
Dialogic and exploratory classroom talk
As we have already emphasized, a plurilingual approach to teaching and learning is framed by dialogic and exploratory
classroom talk, which encourages pupils to take initiatives and facilitates reflective learning. The teacher controls this
talk, but pupils have the right to offer ideas and suggestions. In the case of EAL pupils, this right is confirmed by
encouraging them to draw on and use their HLs to make a unique contribution to the learning conversation.
Dialogic and exploratory classroom talk facilitates the development of pupils’ integrated plurilingual repertoires
through processes of language socialization – “learning … though observation, participation, and performance”. 28
These processes of socialization also encourage pupils’ autonomous participation.
28
P. A. Duff & S.Talmy, Language socialization approaches to second language acquisition: Social, cultural, and linguistic development in additional
languages, in D. Atkinson (ed.), Alternative Approaches to Second Language Acquisition, London & New York, 2011, p. 96.
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