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create opportunities to draw on children‘s first-language experiences by informing themselves about children’s first languages and highlight similarities and differences between them•
encourage comparison of syntax and vocabulary in first language and English if first language is the language being taught.Intercultural understanding
Teachers are encouraged to provide particular support where:
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authentic texts or other resources may include cultural references which are unfamiliar to EAL children such as food, customs or geographical knowledge•
children’s self-esteem needs to be developed; children cannot benefit fully from their lessons unless social aspects of their learning are taken into account.The Framework and children with SEN
The primary languages entitlement is inclusive and the Framework supports equality of opportunity for all children. Children with SEN tend to respond very positively to language learning – many enjoy the practical and interactive nature of language learning. They feel a sense of achievement in being able to communicate in another language alongside their peers. In planning to meet the varied needs of pupils, teachers can adapt the Framework objectives and choose objectives from any part of the Framework which will be helpful in supporting the learning of individual children.29 Learning a language is of value to the majority of children
with SEN, as it can help to develop their language and social skills, and widen their cultural horizons.
Developing language skills
Children with certain learning difficulties can gain from learning a new language. Experience has shown that these children enjoy the experience of learning a new language and improve their overall achievement. In particular children make progress in these areas:
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linguistic development•
social development•
cultural awareness.There is empirical evidence showing that children enjoy this language learning experience and make positive and noticeable progress. The learning of a new language can lead to positive achievement for all children as is evidenced in numerous Ofsted reports. Learning even the rudiments of a new language enables children to extend and develop linguistically, and to demonstrate new skills. Examples of such development include improvement in pronunciation, progress in reading and listening skills, and growing awareness of language in general by providing opportunities to reinforce and revisit first language concepts. Evidence suggests that children can operate in a new language at the same conceptual and linguistic level as in their own language; this ease of transference promotes general linguistic development.
Experience underlines the fact that there is no single successful teaching method for all situations and children. However, there are some basic underlying principles of good practice which are common to all children:
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materials are varied and clear•
tasks have short-term goals with small, clearly identified steps•
tasks are clear, practical and designed to build confidence through use of simple language•
activities are challenging and of immediate interest•
children are actively involved and experience regular success•
repetition, whole-class, group and pair work is encouraged•
there is scope for immediate feedback•
teachers are aware of the pace at which children work and of the physical effort required.Strategies for support
Children who have SEN may need support in order to overcome potential barriers to their learning. They may require: