Creating An Accessible English Learning Programme
Learning English as a second language can be tricky. On the whole, it’s not a language that follows a lot of the established rules that we can see across other world languages, and coming to it fresh when you’ve got a base in another language system can feel isolating and difficult especially in the classroom. But these English language skills are the gateway to the education system and are a vital part of studying math, history, science and even art, and with the increasing digitization of the world of work, it’s even more important than ever before to make sure that students have a positive grasp of English.
And that’s why education professionals take care to design and implement both curricular and extra-curricular activities that can make English learners feel included, and develop important English language skills on the path to fluency. Many schools implement specialist English learners programs that co-occur with their studies, or run prior to the commencement of a semester.
But developing these can feel complex, as it’s often difficult to put yourself as an education professional in the shoes of somebody who’s come to English as a secondary language unless you’ve experienced it first-hand yourself. That’s why we’ve put together a list of helpful things to consider when you’re looking for strategies to support people who are learning English, and to help ensure that they have meaningful access to learning.
· Does your English Language Development (ELD) program prepare learners to access an academic curriculum – is the language used the kind they’ll find in their textbooks, as well as in their conversations?
· Are you taking a tailored approach? One size doesn’t tend to fit all with language-learning, and having an array of resources can be helpful in keeping students feeling on-board and motivated.
· Does your ELD program have ongoing, systematic assessment when it comes to tracking student progress towards language proficiency?
· Does the ELD program support students out of school too – are there enough materials available during longer school breaks, to help with language retention?
· Are you prepared for students who are struggling to pick up another language? Younger students often find this a little easier than older ones due to how brains develop language skills – do you have rescue programs in place for learners who have a limited time to pick up exam proficiency?
There are also a couple of things to think about when it comes to the English learners in your care. They often are a smaller number of students in any given classroom, and it’s easy for them to feel isolated or different from their peers who already have a good grounding in the language they’re taught in. Making sure that the same pathways and opportunities are open is an important part of language learning and helping those learners feel integrated and part of a learning environment that nurtures their skills.
· Are English learners integrated into the school’s educational programs, extracurricular offerings, student councils and societies? What changes can be made to make these spaces feel more accessible?
· Are English learners benefitting from access to the same facilities as their peers – does your library have a selection of books for language learners, or even books in their first language?
· Is appropriate care being taken to ensure that English learners are aware of how they’ll be tested– are they familiar with the exam formats they’ll be encountering? This might not be the case if they’ve started off their education in a different country, and things could look a little different to them when the paper lands on the table in the exam.
· Do English learners have the same access to GATE (Gifted and Talented Education) and AP programs – and if they’re not represented in these groups, interrogate why this could be. Do GATE evaluations include multiple sources, or just assessments of written English? Are the personnel making these decisions aware of their English learner status?
· What about mentoring and counseling services – can English learners access support in a language that they’re comfortable in and can express themselves in during school hours?
· Language barriers can be isolating when it comes to interacting with peers – is enough being done to make sure that social bonds are being forged and supported when it comes to the English learners in your class?
Learning English is a huge part of the school experience for students who come to the language later, and although it’s only one part of an educational experience, it’s one of the most important ones that forms the foundations upon which lifelong skills are built. Supporting students through periods of change, learning and re-learning is a huge part of making sure that they develop into confident learners who can expand their skills into the world of work, further study and beyond.