Education

As a language teacher, the biggest note I always make to myself is that what I am teaching is first and foremost different to other subjects in that it is not so much an area of knowledge about the world, but more a way of understanding, thinking about, describing and communicating about this knowledge. Language is something so intrinsic to who we are as humans that it can almost be easy to take it for granted. It should be remembered that the ability to learn language is innate. For so many of us who find challenges both teaching and learning additional languages, it can be good to stop and appreciate how beautiful a thing it is, how naturally we learnt our first language. For additional languages to feel as natural to us as possible, we do want to make the means of learning and using it as close as possible to that of our first language. How then can we support students with this? What are some principles of strong language instruction? I share here ten principles that come from a combination of my own experience, those of some colleagues I have recently conversed with, and my readings and research. For the first principles, I consider the foundations from which language acquisition can come from. To learn and acquire language, we first need input of language. As teachers, what are some ways we can provide this? To start, consider you are receiving instructions for the completion of a physical process. Perhaps it is making a cake? Perhaps it is building or assembling a toy or appliance. Perhaps it is playing a game. You choose. Close your eyes and imagine being shown purely through demonstration and action, how to complete this process. Will you be able to follow? So long as the task was not overly complex and the demonstration clear and focused enough, quite possibly. Now imagine the demonstration was accompanied by clear to make out, and to the point, verbal instructions, delivered slowly, but naturally, perhaps repeated several times, would you then be hearing and attaching meaning to these words and sentences? This is only one scenario. By providing students with natural input in context and with purpose, you are providing a reason to listen and understand language. The language can be understood from the context. Over the time, this can lead to gradual acquisition. ASD World Languages (2017) states as one of its ten principles of effective language teaching and learning, “Using the target language and providing comprehensible input for instruction”, suggesting that for example, “hands-on experience, picture descriptions, or subject matter content” can be used. In my own professional work, I am an early year’s homeroom teacher for English as second language learners. By talking naturally with my students, but with scaffolds to support meaning, for example, pointing at objects, and use of body language, I have seen their comprehension and ability to use more and more of the language themselves, increase over time. The IRIS Centre (2011) provides supportive strategies for this process, for example speaking more slowly and clearly, “Monitor Vocabulary” and “Use multimodal techniques”, for example, pictures, videos and body language. Principle number 1 – provide lots of comprehensible input. So, this comprehensible input will mean natural and understandable input throughout the class. Is there a way we can then provide rich and focused support? Discussing with a colleague recently to prepare joint principles of quality language instruction, we noted the quality of reading programs, such as Oxford Reading Tree. These can be used to provide specific reading instruction at earlier years and levels. However, they can also be used as the basis of speaking, discussion and thinking practice. They could be used to provide writing models. Throughout my teaching career, I have taught a range of different programs that focus on using input material, including stories, songs and poems. These can be learnt in their own right for speaking fluency practice. They can be used to acquire vocabulary. They can be used to provide sentence and paragraph models for different language structures, that can then be adapted and practiced for free production, both in speaking, and depending on student age, writing. This is all in addition to practicing listening and reading comprehension.  ASD World Languages (2017) also state in their principles that we should use a “variety of authentic print and non-print materials”. Principle number 2 – use diverse and engaging listening and reading material to provide a basis of learning and skill development. We now then have some general principles for ensuring high quality language input, which can form our backbone. What then about some inclusions for the content of our classes? First, remember that language is built up of the four keys skills of listening, speaking, reading and writing. Remember also that they are intertwined and support each other. Listening and speaking are used together during interaction; challenges in one of the skills could affect our communicative ability in this context. Reading and writing provide input and awareness of different forms of language expression that can then be used in speaking and writing output. Writing can allow for note taking which can support both reading and listening, as well as perhaps preparing for speaking presentation later. Practicing new vocabulary and language through the context of the different skills gives the opportunity for diversified practice and use, which can support the learning. Li (2012) identifies use of skills integration as one of its nine principles of language instruction, stating that teachers should “teach ELLs to simultaneously develop the four language skills”. That is the further benefit; not only can integrating the four skills provide increased opportunity to practice language, but it can also ensure continual development of all skills. Pardede (2019) and Rahman and Akhter (2017) both highlight the extensive research that points to the importance of preparing students for real-world use of language and communication, which means continually switching between skills, and hence that an integrated approach is hence beneficial.

Throughout time with our students, just as with throughout life in general, we will regularly be faced with the unexpected. However, if we approach this with an open mind, really it can be celebrated as another opportunity for learning. I began to explore this here. I had here one more example. Today, I was to use the projector to show a video to students. However, we encountered some technical issues with the equipment. Thinking quickly, I stayed calm and informed student’s that the projector wasn’t working. I asked if this was a problem and was able to elicit that indeed, no it wasn’t. We could use my Laptop. If doing so, we would need to look at a smaller screen, but is this an issue? I was able to explain that even if it was a little less convenient, we would be OK. We had had their a social and emotional learning opportunity in being calm and flexible even if things don’t go according to plan. We can stay relaxed and positive and find another way. Indeed, I remember a time with a previous class, when we had been planning to watch ‘The Lion King’ on Children’s Day, but the movie was unable to load. In this case, we were able to find something else to do – spend some time playing outdoors, and then watching a shorter movie, and discussed at the end that it had been no big problem to worry about. So remember, if unexpected issues arise with a planned activity, we can remain calm and positive – we can find an alternative. We can discuss the importance of this with students, but also model it in our own behaviour.

In my class – a group of 4 – 5 year old learners here in China – English as a second language, we are exploring the topic of health. We have so far discussed ranging ideas, including food, sleep, hygiene, playing and doing things you enjoy, and even using your senses and staying safe. This week, we have brought in books as a resources, with students searching books for pictures they think are related to health in some way, then using materials to recreate it. In this sense, the activity gives the opportunity to practice research skills, but then also fine motor skills, resource use for creation, attention to detail and some creativity as students will be able to use their own ideas in the recreation. Important here however, I made an example to show first. I chose a picture from Eric Carle’s, “A Tiny Seed”, in which a boy is giving the flower he has picked to his friend. I emphasized the love, friendship and kindness being shown and then asked if the picture was healthy. However, I did not get the answer of agreement. One student immediately stated, “You take the flower away from it’s home.” Another added, “The flower is very sad.”, to which another said, “It will die.” Yet another student said, “Please turn around. It is very bad for this.” She was pointing at the Earth behind me, indicating that picking the flower is indeed very unhealthy for the health. For another example, I had found a picture in the book, ‘Backyard Bugs’, by Jill McDonald, with ants carrying food together, and featuring a slice of watermelon. I noted, “This is healthy because there is watermelon, which is healthy, and the ants are working together and helping each other.” One of my students then added in, “But maybe a watermelon is not healthy because it is very sweet and is not good for your teeth.” So what can be made of this? It was “supposed” to be just an example to present to students before they began their work. Even when presenting an example, by allowing some questions for students to express opinions, I ensure that the door was continually open for critical and independent thinking, as well as reflection, and even communication practice in the second language as students expressed their ideas. With regards to the giving of the flower, there was also the opportunity brought about to discuss the deeper concept that things can be thought about and interpreted in different ways – my students had been thinking with a different interpretation to me, and there is nothing wrong with it – there is clear reasoning to both. There can be a broad range of interpretations. Even if students hadn’t agreed that what I had chosen as a healthy picture was healthy, did this mean it had “failed” as an example? Unlikely. When students then went ahead to do the activity, they found a range a very large range of pictures in books that they could describe as being healthy with clear reasoning, including many in more subtle ways. Students had still seen what they needed to think about and do. If anything, the discussions we had related to my example, may have supported, as students were sparked to be thinking more deeply about the concept. So, then, always remember the importance of allowing student opinions and some brief discussion to motivate and encourage free and critical thinking. Celebrate it when their is some difference of opinion. On one hand, this is an opportunity for everyone to think more deeply. On the other, it is also one for us to think more openly and acknowledge, praise and respect diversity of ideas.

See the first post with the introduction to the context here, and see the second post here. Today, I had yet another experience. We were looking at a new letter and I wrote big and small Gg on the board. After practicing a sentence to review the letter name, I move to openly elicit the sound. A first answer put forward was the exact sound of soft g, as in “giraffe” for example. This was unexpected, given that I would have expected students to feel more natural with the hard sound, as in “go”. Certainly I have exposed them more to this over our time together. Yet this made way for enriching the experience. It is up for consideration whether students should directly be exposed to both Gg sounds at the same time. The answer will ultimately depend on the context of their situation and their progress and development level. In our case, I hadn’t planned to do so, but I was following the students. On the spur of thought, I quickly left the carpet and returned with the first two objects that could be used to introduce the point that I saw – a large brocolli soft toy – yes simply a soft toy in the shape of brocolli – and a hard back book. I asked, “What is the difference between the brocolli and the book?” The first point we had was, “the brocolli is green and the book is not”. The same girl who had given the soft g sound added, “the top of the brocolli is dark green and that is light green (she indicated the stem). We acknowledged this point. Next, “the brocolli is big and the book is small”. We were having the opportunity to practice logical and comparative thinking as well as second language expression. I did now want to guide towards the point that was relevant for us here and so asked, “What about the way they feel?”, to which a student replied, “the brocolli is soft and the brocolli is ______”. Her friend helped her, “hard”. Initially, the first girl was a little sad at having not recalled the word herself, but with the gentle words that her friend was just helping her and she had identified a key difference, quickly relaxed and thanked her friend for herself. The opportunity to help one another and patience for social and emotional development. In fact the girl who had first made the point about the brocolli being soft, then added, “real brocolli is hard though. This toy is soft.“ More thinking and practice of language expression. Now that we elecited the words “soft” and “hard”, we were able to review these English words, and then use them to note the the sound in giraffe was a soft sound. More role-play as we used the word, “giraffe” to emphasize the sound and pretended to be giraffes. Then we noted that hard Gg was different. I was able to elicit this sound through “girl” as a word offered and we could spend some time practicing it. At the end of the short session, I was noting again for students as a conclusion that today we had gone further than we intended and actually een both sounds for Gg. A student then noted that we had actually also seen another new letter, “Ff” – she pointed to “f” in the word “giraffe”， still written on the board. As I mentioned in the last post, the extent to which you can broaden the elements in the learning experience will depend on your situation and time constraints you might be under. However, where their is the opportunity, remember the opportunity for free thinking, expression and language practice that can come from any open discussion that might be relevant to what you are studying, a lead or indeed guiding the way forward. Guide the discussion in a particular direction where necessary, while listening and acknowledging allowing the practice of free and open thinking and students to have a voice. Allow students the opportunity to help each other. Remember that there is nothing wrong with emotional reactions or minor disagreements, differences of intention or misunderstandings – they are the opportunity for deepening social and emotional understanding and growth. Class or even discussion conclusions do have the benefits of deepening awareness of what has been covered and reflection, but again also for student voice with additional ideas shared.

I wrote a post last week in which I reflected on some ways in which more might come from phonics teaching, here. This post brings in further experiences. As a new word to blend, I wrote “h”, “e” and “n” on the board. There was a reason here. They had recently looked at and discussed the book “The Little Red Hen” and the word was familiar to them. In the light of relating to previous knowledge, especially while students were still in the early stages of seeing how sounds can be blended to make real words, I used this. I did have an interest in seeing what ideas would be sparked. We successfully read the sounds and then blended to read the word together showing the increased speed and familiarity with the process. Definitely an intention of the session. However then, without even being asked a student said, “The Little Red Hen.” Others nodded. Knowledge had definitely been accessed. I asked, “Who wants to make a sentence relating to hens？“ After a little thinking time, I had some volunteers. I didn’t push the discussion to happen quickly, always trying to promote the atmosphere of allowing students time to think and be relaxed. A girl was a little hesitant, but I smiled and waited. Her classmates did too. We had had time to practice love, caring and support, important social and emotional skills in their own right, but also valuable for building the environment of the classmate. She told us – “Hens are girls. They are chickens.” She brought up the point that had been discussed during the “Little Red Hen” book and reminded us. This was the opportunity for reflection and review of knowledge, initiated by students. The girl also had a new opportunity to build up confidence. Some other points were said from the story, including, ”The hen makes bread.” There was a short opportunity for language practice and comprehension of the story. As a final point, a student said, “I like ghost hens.” We now had the opportunity to practice creativity. As a final activity before we concluded, we first impersonated ghosts on our chairs, and then ghost hens. An opportunity for role-play expression and to engage everyone, and a subtle opportunity for a teacher to see understanding of this word and concept. So to further my thoughts from the previous post, when we are teaching a skill or area of knowledge, we should never forget the context in which we are in. Of course, the extent to which we can deviate or broaden what we are doing, for example deviating from the focus on synthetic phonics, will depend for example on our time constraints and urgency to develop this specific skill. However, there are definitely benefits where we can from extending discussions, even if only briefly for more skill practice. Thinking of short, quick ways other skill practice or check ins with students could be included can have its rewards. In any situation, never forget the most important thing – your students and their sense of belonging and opportunity to have a voice and place in the classroom, and build up confidence and skills at their own rate.

It goes without saying that in teaching, we need to be flexible. We never know what might happen in our class or throughout the school day. On the one hand we need to be flexible with our classes or planned enrionments and activities. We never know how our students may respond. On another level the necessity exists with regards to unexpected events or circumstances that can arrise externally effecting what you and your students . These do happen at school, just as they do in life. It is all to easy to be thrown by them. Whether simply through time lost or a frustrated reaction, effects do have potential to be negative. As teachers, we need to remain calm even under difficult circumstances, firstly to allow us to create a productive and proactive response which is for the best of our students, and also to model such a response for them. However more than this, such circumstances can be turned into opportunities for learning on many levels. These can be embraced. My students are aged 4-5. Just yesterday, I was beginning a discussion with students by showing a short video. As we sat down, I realized that our projector screen had turned off. This put us back a minute or so in the planned slow. However, even if it meant stretching this time a little longer, I took the opportunity to ask students to help me. I said, “We need to watch the video, but we have a problem, what is it?” I was able to elicit that the screen was off, and we were able to practice the sentence, “The screen is off.”, with the potential of new words and sentences having been practiced – my students are English as second. We had had English practice as well as practice of the skills of observation and thinking. Continuing, students told me what I needed to do to solve the problem. Reflection as they were able to think back to how the screen had been turned before. We were exposed to and drilled further sentences – “Press the on button.” and “You need to turn it on.” Whenever a similar issue with resources or materials occurs, a similar approach could be used. Looking at another situation, a few weeks ago, the air conditioning in our classroom needed to be fixed just as the students were about to start their afternoon nap time. The temperature was still very hot at this time without air conditioning. While it was being fixed however, we were preparing to go for a short walk and I was able to ask students, “What is the problem?” – more practice of English understanding, thinking and expression, with more words and sentences able to be practiced as above. I elicted what we could do and the suggestion of finding somewhere colder was put forth. We found a cool place with air conditioning to sit. I then asked what we could do to solve the problem with the air conditioning. Ideas were put forward, including, “sleep in another place”, and “find someone to help”. Problem solving and discussion practice, in which we could practice listening as we listened to each other’s ideas. (In the situation, the air conditioning was fixed for us, but there had still been the opportunity to think more broadly about what we can do). Finally, on a later date, our class had to go into isolation for a day unexpectedly due to fevers. However, this immediately allowed the opportunity to first re-practice the skill of how to wash your hands properly. A natural opportunity had also arisen to have an open discussion on “How can you not get sick?” A range of ideas were shared including, “Wash your hands properly.”, “Wear a mask”, “Eat good food”, “If you are sick, go to hospital and eat at hospital.”, “Don’t go to somewhere too cold.”, “Don’t go in the swimming pool if it is too cold.” and “Drink water.” Reflection on life experience and knowledge as well as the opportunity to practice listening to and learning from each other, in the second language. I was able to see also that students as a group had a developing knowledge of how to take care of themselves. So what to remember? Embrace the unexpected or even “problems” that might arise. A range of learning can happen by reflecting on the circumstances together with students and working together with or following students on action that might need to be taken.

I have recently begun doing some introductionary phonics work for my class – 4-5 year olds with English as a second language. Whether or not this is a right time to start is a deeper topic than what I cover here. Ultimately an individual will learn to read when they are ready. There is certainly no rush to begin. My educational context and the background, cognitive development and interest of my students led to my decision. It is only for ten minutes each day. All this in mind, it is still the case that I want to make it a much broader experience in support of language and either other development. I share some experiences in this series of posts. We have so far covered around ten letters and their corresponding direct sounds, following the Jolly Phonics sequence, here, although my students do have background experience that they are able to bring in. Slowly introducing blending at the same time, I was slowly writing letters, and had “san”. We blended these three together and led by several students, we were able to read it. One students immediately pointed at the sand in a learning centre in the classroom and exclaimed, “sand”. Here, we are already practicing the skill of thinking and making connections. Other students followed to say, “sand”. Then one goal began saying both the words “san” and “sand” to her friend. emphasizing the different pronunciations. Noting this, I said that the girl had an important point to make and elicited that we should listen to here. Here now, we were practicing focused listening, and the girl had the opportunity to to stretch herself in a more daunting setting, explaining to the class. Acknowledging what she said, I wrote “sand” on the board, underneath “san” and we compared the words together. Here we were able to focus in to practice on clear pronunciation. On another occasion, after we had introduced the hard c sound from both c and k, I wrote the word “snack” for us to blend. Second language learners, this is still an everyday word, as we refer to small meals we have as “morning snack” and “afternoon snack”. Indeed, starting with words we are familiar with will prove effective in early letter and sound recognition and then reading due to their being more connections. Upon reading the word, many of us made the connection with the word we knew. We had introduced letter names and letter sounds formally, as students had previously had some familiarity with both. This was a very interesting word for differentiating. I first asked, “How many letters does it have?” Here another developmental moment as my youngest student immediately said “5”. Here was a confidence building moment. We practiced the sentence, “Snack has four letters.” We later went on to also practice, “Snack has four sounds.” We slowly counted both sounds and letters together. Practice with counting in the second langauge. We were able to deepen our understanding of the words “letter” and “sound” and practice full sentences – second language development. We have previously done the same with “This letter is big ________.” and “This letter is small _______.”, here also practicing the broader adjectives, “big” and “small”. A student commented, “snack” sounds, allowing us, from the curiosity to have focus to note that c, k and ck, although not all the same number of letters can all have the same sound, and ck is in fact only one sound. On another occasion, reading the word “mat” – another connection as we have mats in our classroom, we were able to elicit and practice the sentences, “We are sitting on the chair.” and “The chair is on the mat.” On another occasion, I wrote the word “pick” for us to blend together. Now, I hade developed a routine of leaving time for “questions” and “comments”, even during more direct instruction – “If you have any questions, or want to say anything about this word.” it is time now. This incorporates free expression and helps to develop the student centred nature of the environment, without disrupting flow when this is necessary. On this occasion, a student put up his hand and said, “I like picnics.” I was able to hone in on this, saying yes, “pick sounds a bit like picnic”. Underneath “pick”, I wrote “pic _ _ _” and noted that her we only had c for the hard c sound, not ck. Then I was able to elicit first the sounds and then the corresponding letters to slowly spell the rest of the words with students. I slowly said “picnic”, first eliciting the n sound which came after the first “c”, at which I asked, “Now what letter is that?”, to which I was able to get the answer. Following a students comment, we had found the opportunity to practice together a more difficult skill of identifying sounds to spell words, deepening our awareness. We went further here, and in a langauge practice activity, two students came up to be the teacher, asking their classmates “What do you like to eat at a picnic?” – communication practice. I was able to differentiate here also, with one asking “What do you like?” and the other, who had more experience in English, the longer question. Indeed, the first student here was still developing confidence with English and had the opportunity here to push himself out of his comfort zone off his own volunteering, another developmental experience. Now most recently today, I wrote the word, “sip” for us to read. This was a new word, and so we had the opportunity for vocabulary development, as I showed and modelled what a “sip” of water was. A student then said, “and a sip of coffee”. I allowed a short time then to practice a further new sentence with free expression – “I drink a sip of _________.” Some students then began referring to sitting down. I now highlighted in on the fact that

A kindergarten teacher here in China, I have watched Peppa Pig together with students to support English language development. I also – and I am not ashamed to admit it – watch it in Chinese, to support my own Chinese language development. (It helps!) The use of the show in supporting language development is definitely a topic to be explored in depth another time. As a thought, doing so with other additional purposes also or not, spending some time watching and familiarizing ourselves with TV shows our students watch, undoubtedly has it’s benefits. In any form of teaching, we are always looking to connect to students’ past experiences. Just as with their family and cultural background, travels, hobbies, out of school explorations, previous educational experiences and more, the TV shows they watch are part of this. They can also help influence thinking and imagination. We hence want to be aware of these elements of the backgrounds of our students. In addition, watching TV shows or engaging in activities your students do can be part of what helps you deeply relate and connect to them. It creates further shared experiences between you and them. This also is a topic that can be explored later. Going back to Peppa Pig now, yesterday I saw the Series 3 episode, ‘Numbers’ (Series 3, Episode 25). For reference, I copy the link to the YouTube video and the information about this episode on the ‘Peppa Pig Wiki’ website at the bottom of this post. Further information itself can easily be found online. I am not here to give a full analysis or review of this episode or the show. I simply want to share a reflection from this episode. In the episode, Peppa and her friends are learning about numbers in their playgroup. It begins with sit down time in front of the blackboard, in which the teacher introduces the numbers one to ten, and led by some student examples, they count together up to ten. As a first thought here, the teacher actually demonstrates how content presentation can be led and elicited from students, not only the teacher, with the teacher then guiding everyone together. This is student-centered learning. They then go outside for playtime and it is here that the deep practice and learning happens, and does so through play. The students naturally include counting as part of their activities , for example, counting numbers of jumps they can do with a jump rope and numbers of leap frogs they can do. By the end, they are counting together confidently up to ten. This is of course a fictional TV show. However, there are points to note here that connect to reality. Children really do learn and practice skills through play. Counting and numeracy as shown here are just one example. In addition, problem solving, fine motor skills, social skills and broader mathematical skills as well as creative expression of all forms, to name only some. However, a further aspect to note, and something that I have actually come to reflect on over the last year, my second as a kindergarten teacher, following a play-based approach, is related to roles of the teacher. While the practice, consolidation and deeper learning will come through play, it will sometimes be necessary and beneficial for us to more formally introduce skills or ideas first to provide foundations for the practice later. Supporting English as a second language, I have observed students using English words and sentences with me and even each other through their play. However, reflecting, I note that this is largely because I had first more formally introduced. The same is true for students naturally practicing lines of songs or even being creative with changing lines of song they know them during free time and play activities, but only after we have worked with the songs during class circle time’s first. In a recent science themed week I led for my grade level at my school’s summer camp, one of my student’s began talking to me off his own initiative regarding items being more dense being more difficult to move when he was setting up his own obstacle course during physical exercise time. He practiced his scientific thinking and contemplation here. This came after we had discussed the concept of density and possible reasons for it during a circle time earlier in the week. Much inspiration for children’s play comes from their life experience. As their teacher’s, we can help to build and develop this life experience and inspiration. Discussing counting in a more formal setting first may have been what inspired Peppa and her friends to go and practice it in authentic contexts. I can relate to many such experiences. Just before the last Mid-Autumn Festival here in China, I explored the Houyi and Chang’e story with my class. Later, one of my students made an arrow – ‘Houyi’s arrow’ he said – during self-initiated play. Following exploring the well-known ‘Do you like brocoli?” song with my students during circle times one week, many of thembegan making items from the song and it’s further versions – cakes and donuts to begin with – with clay. This led more and more creations of food and more sophisticated clay work than had been done previously and a small project on food. These are just two examples. Of course, just how big a role adults should have in play-based learning is a deep question and one I am still learning about and exploring. However, I think it is important to always think about the experiences we can provide that will provide stimulus and foundations to then be taken further during play, and also to inspire imagination and ideas. This is in addition – not explored here – to supporting students to take their thinking and curiosity further and interventions, when we can see further support might be needed, which both come later on. Peppa Pig Fandom Page on Episode: https://peppapig.fandom.com/wiki/Numbers