In order for migrant students to be supported to access the curriculum in every subject, all teachers need to guide students in relation to the most important items of vocabulary they need to learn for each topic in each subject. These keywords should be identified by the teacher for each new topic being presented and should be displayed on the IWB, whiteboard, poster or flipchart for the duration of each lesson. Keywords should be succinctly explained using sample sentences as well as definitions. The words once identified should be USED and recycled by both the teacher (to model how to use them correctly) and students (in pairwork/groupwork activities) throughout the lesson. By being explicit about the language of their subject, teachers are supporting the language and literacy development of all students. See video link below to see how this iniative is being implemented.
Level(s) of implementation: classroom school
Area: Role of language in learning
Age group targeted: 12-18
Language(s) of the promising practice: English
Tools and resources necessary to implement the idea:
Text books/devices, IWB, posters
Easy to implement across all subjects. Supports ALL students equally – especially those native speakers who have low levels of literacy. This initiative represents good teaching practice.
TIPS to better implement the promising practice:
When planning lessons, teachers should routinely screen subject materials for language which students need to know and steer them around language they don’t need to know to ensure migrant students’ efforts in vocabulary learning are focussed and maximised.
Policy or theoretical background:
All teachers are language teachers.
Link: Subject-specific language development worksheets to support migrant students who do not have much English. Resources developed by Trinity College, Dublin