Introducing English as an Additional Language to Young by Kay Crosse

By Kay Crosse

This booklet makes a speciality of the improvement of oral language abilities and gives guidance for atmosphere targets for actions, fabrics and guidance, key vocabulary, and instructions for implementation.

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Qxd 9/21/2007 7:22 PM Page 29 2■ CAPTURING THE INTEREST OF CHILDREN there will be a need for direct teaching and at other times skilful building on children’s interests to acquire new knowledge and skills or to have the opportunity to practise existing skills and to transfer knowledge to different situations. Themes or projects which are meaningful and of great interest to children allow time for ideas and concepts to be established and then to develop in a variety of directions, some of which may not have been in the original planning document but nevertheless have real learning potential.

All children are able to participate at different levels, and for emerging bilingual children they are able to gain different cultural perspectives and contribute experiences from their own culture. The children’s first and additional language needs have to be identified and supported and topic work enables all the children in the class to learn some words in different languages. For some children topic work may be a new way of working and careful observation is needed to ensure that learning is taking place.

Themes or projects which are meaningful and of great interest to children allow time for ideas and concepts to be established and then to develop in a variety of directions, some of which may not have been in the original planning document but nevertheless have real learning potential. On these occasions the enthusiasm and energy of the children inject breathtaking momentum into the project and staff can see the true potential of children’s abilities and creativity. It is at times like these that working with young children gives personal and professional satisfaction!

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