Supporting Children's Language Learning: Effective Techniques and Resources
This guide focuses on essential support strategies required for children's language learning. It emphasizes the importance of providing the right degree of support, which helps children gain the knowledge, ability, and confidence to function more independently. Key strategies include adjusting language to fit students' levels, using gestures and visual aids, and fostering peer collaboration. Teachers can promote language learning by repeating and rephrasing answers, encouraging predictions, and utilizing hands-on activities. Discover how to create an enriching learning environment that engages and supports every child's language development.
Supporting Children's Language Learning: Effective Techniques and Resources
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Presentation Transcript
Do youneed a hand? Suporting children’s language learning
Children need support for language learning. • Providing support helps children to gain the knowledge, ability and confidence to eventually function more independently.
2.- Ways of supportingchildren’slanguagelearning. • Task 1: Support for language learning. • Read the lesson transcript and, as you read, do the following: • Notice each piece of support which the teacher offers pupils. • Mark on the transcript wheter the degree or quantity of support, was just right, to much or insufficient.
Theteacherprovidessupport in the “language” she uses. • She adjust her language to suit the levels of the pupils, as parent do. She… • Repeats pupils answers. • Rephrases answres. • Prompts through a rise in her intonation. • Frame sentences. (and…) • Encourage pupils to finish them. • Uses gestures and actions.
T providessupportthroughthetechnique and resources. • She uses pictures of the characters involved. • Activate background knowledge about the topic. • Responds positively to pupils ( that is good.) • Encourages pupils to predict. • Confirm answers so pupuls know if they were right or wrong.
Language. • This refers to all the things the teacher does throught speech or gestures. • Using language as children level. • Adjusting one’s language to help children understand.( repeating, rephrasing.) • Adjusting one’s speed and volume. • Using gestures, actions.
Techniques / resources • Thisreferstoallthetechniques and resourcesthattheteacher uses tohelppupilsto do theactivities: • Movingfromknownto new, from concrete toabstract.(bus=words). • Focusonthings,actions, eventsthatchildren can see. • Usingpracticalhands-onactivities. • Givethechildren a purpose of doingtheactivity. • Providelanguageprompts(fill in the gap). • Use visual support. • Provideopportunitiestolearntheoughtdifferentsenses.
Childrenthemselves • Children can get support by working with other children. • Learning by watching other children.( as models) • Learning by listening to and getting help from other children.( as tutors) • Learning by practising with other children.( as partners).
