EAL strategies for multilingual classrooms

2020 ◽  
Vol 2020 (2) ◽  
pp. 36-37
Author(s):  
Kamil Trzebiatowski
Keyword(s):  
Teaching And Learning ◽  
Multilingual Classrooms

The diversity to be found in today's classrooms requires that EAL strategies be embedded within pedagogy and teaching and learning. Kamil Trzebiatowski offers some advice and signposts free resources

scholarly journals Investigating a scaffold to code‐switching as strategy in multilingual classrooms 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Hannatjie Vorster
Keyword(s):  
Qualitative Study ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Code Switching ◽  
The Other ◽  
Multilingual Classrooms ◽  
Mixed Feelings ◽  
Mathematical Terminology ◽  
Different Levels ◽  
Main Language

There  is  an  urgent  need  to  find  strategies  to  assist multilingual  learners who  are  taught  by means of English as the language of teaching and learning (LoLT) in coping with subject matter, especially  as  learners  show  different  levels  of  English  proficiency. One  important  strategy  is code‐switching.  The  possibility  of  using  a  glossary,  notes  and  tests  given  in  English  and Setswana  as  scaffold  for  the  code‐switching,  was  investigated  in  a  qualitative  study.  An intervention  was  launched  in  a  region  where  the main  language  is  Setswana.  Two  schools participated in the study, one school in a rural area and the other in a township. The teaching of a geometry unit was undertaken  in which notes, a glossary and  tests  in English and Setswana were used to assist the learners. The teachers used a strategy of code‐switching. Interviews withthe  learners and  the  teachers  revealed  that  learners had a positive attitude  towards  the use of both  languages  in written work.  In contrast,  the  teachers had mixed  feelings, especially about the use of mathematical terminology in Setswana. Difficulties experienced and positive features regarding the use of new Setswana terminology are discussed.

scholarly journals Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy

2021 ◽  
Vol 20 ◽  
pp. 160940692110343
Author(s):  
Sameera Ayob ◽  
Margaret Funke Omidire
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Positive Emotions ◽  
Data Gathering ◽  
Language Education ◽  
Subjective Experiences ◽  
Barriers To Learning ◽  
Education Policies ◽  
Multilingual Classrooms ◽  
Multiple Languages

Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.

scholarly journals Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Teaching And Learning ◽  
Resource Constrained ◽  
Gauteng Province ◽  
Global Migration ◽  
Developed Economies ◽  
Change Perceptions ◽  
Multilingual Classrooms ◽  
Effective Teaching And Learning ◽  
Multiple Languages

Due to global migration, multilingual classrooms are currently a common feature not just in postcolonial contexts but also in developed economies. The perceived challenges created by multiple languages in single classrooms have been well documented, and all stakeholders have to be involved in finding strategies to overcome these challenges and change perceptions. Using a case study design and sociocultural theory as lens, this study explored the perspectives and experiences of teachers with teaching and learning in resource-constrained multilingual classrooms. The participants were teachers (N=67; female n=51; male n=16) from nine schools in Gauteng Province of South Africa. The findings suggest that the participants were divided in their perceptions and experiences of multilingual classrooms. While some viewed multilingualism as a constraint to effective teaching and learning; others wanted more to be done to accommodate learners. It is evident that teachers prioritise the necessity for pre-service teacher education that focus on teaching pedagogy appropriate for the multilingual context they work in every day. In addition, the teachers emphasised a range of support strategies they currently use. It is argued that structured variations of the teachers' strategies be developed and distance education employed for the professional development of in-service teachers working in multilingual contexts.

scholarly journals Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Mamokgethi Setati ◽  
Terence Molefe ◽  
Mampho Langa
Keyword(s):  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Necessary Condition ◽  
Multilingual Classrooms ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Education And Employment ◽  
Multilingual Classroom ◽  
Gain Access ◽  
Grade 11

In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners’ home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners’ home languages as a transparent resource in the teaching and learning of mathematics in multilingual classrooms. Such use of the languages will ensure that learners gain access to mathematical knowledge without losing access to English, which many parents, teachers and learners presently see as a necessary condition for gaining access to social goods such as higher education and employment.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Sign in / Sign up

Export Citation Format

Share Document