Strategies of the UK School Teachers for Developing the Communication of Primary-Age Children - Essay Example

Discussion and analysis of strategies used by UK primary school teachers to develop the communication and literacy of primary age children This paperanalyzes activities and strategies that contribute to the development of speaking and listening, writing and reading in normal and gifted students and the ones with special needs or for whom, English is a second language in the primary schools in the UK. Talk for reading and writing Use of talk for reading and writing is a process meant to make the students, enjoy writing and find it satisfying and stimulating their creativity, read widely and comprehend the characteristics of good writing, understand the various genres and types of texts, learn writing from reading, speak the mind out by appropriately and meaningfully addressing the audience, learn to construct and shape the ideas, learn to plan writing, learn to reflect upon the work with an intention to improve it, and take others’ criticisms positively and respond to them adequately. “For experienced writers, many of these processes are internal and automatic. For example, they can hold an internal dialogue with themselves about the language choices available and consider how effective a particular word or phrase will be or how well it read” (eriding.net, 2009, p. 3). Talk strategies Certain strategies are employed to use talk for reading and writing one of which is discussed below: 1. Boot-talk Boot-talk is an activity in which the students first read a text. After they are done, the teacher asks individual students or groups of students to reflect upon the ideas in the text by asking such questions as “Do you think John was right when he …?, Do you propose a different ending to the story, why?” etc. Then from the students’ responses, the teacher develops further open-ended questions so that it becomes an interactive session wherein students’ critical analysis skills are polished and confidence is enhanced. Such activities are very suitable for students for whom, English is an additional language (EAL). Interactive sessions conducted in class elevate the confidence of students and they feel more at ease to express themselves in the second language. “Although the thought of speaking before an audience fills many with feelings of dread, a public speaking opportunity, if well-planned and practiced, can be a memorable and pleasurable event for both the speaker and the audience” (Hamm and Dunbar, 2005, p. 9). 2. Word and language games Word and language games assume immense potential to develop and enhance vocabulary. They provide students with the easiest and most interesting way to energize their creative abilities. Teachers commonly use such techniques involving a lot of classroom communication to capture the interest and attention of students (Beatty, 2004, p. 6). Such games are particularly suitable for the students with special needs, who need motivation to participate. In addition, teachers have abundant sources of information regarding the disabilities of students and the suitable ways to teach the disable students. Teachers in UK frequently refer to such informative websites to enhance their knowledge and gauge their teaching in accordance with the individualistic and collective requirements of the students with special needs. 3. Drama Various drama and role-play activities are used in the Primary Framework at different stages of the teaching. Such activities include but are not limited to conscience alley and hot-seating. “Additional helpful suggestions can be found in Shakespeare for all ages and stages (DCSF 00470-2008BKTEN) where many of the practical talk/drama activities exemplified have a potential application beyond the Shakespeare context in which they are given” (eriding.net, 2009, p. 7). Drama activities are particularly suitable for the gifted and talented students given their tendency to get bored in regular activities and their urge to display their talent at every stage. “The implications [for gifted and talented students] are that there should be a qualitatively different presentation of second languages for talented students. This will require group work activities encouraging both competition and cooperation among students and opportunities to speak and use that language in the classroom rather than delivery through the more traditional presentation of linguistic items followed by individual practice such as drills and repetition.” (Okan and Ispinar, 2009, p. 125-126). Expectations from a child entering primary school Considering the extent of cognitive development in the children of that age, children entering the primary school are expected to comprehend a lot of what is said, be able to convey their point clearly and effectively, discuss their sentiments with others and make their needs realized by others. Such a basic level of expertise in speech is fundamental to the effective social, emotional and cognitive development of children. A young child commencing studies in the primary school undergoes a big transition in his life. The child has to make his/her own place in a new and tougher learning environment. Many children have to struggle to adjust with the new community and socialize with others in the new environment. “At 11 years old only a fifth of children with significant speech, language and communication needs reach the expected levels for their age in both English and Maths” (hello.org.uk, n.d.). Issues in a multicultural classroom Many children have to cope with a sense of dual or multiple identities depending upon their indigenous culture/cultures which they come from and the culture of the UK in which they have to live. A child from the Indian origin might want to communicate with another child in his class in Hindi, which may facilitate the two to reach their comfort level in the school, but might irritate others who don’t understand Hindi. This raises ethical dilemmas for the teachers. Putting a ban on one language in the school inculcates negative emotions and confusions in the children not only about that language, but also about that culture and the school. Media has stereotyped people on the basis of their cast, color and/or race. For example, there are many falsifying assumptions about blondes, Indians and Muslims. Media incorporates these assumptions into the perceptions of individuals through cartoons, movies, articles and/or dramas. Such perceptions can lead to racial encounters in the classroom. Children call one another names that originate in the same perceptions. Action options for teachers To achieve the optimal results, teachers should study different cultures and their norms. They should, if possible have a basic understanding of some of the most common languages like French, Hindi and Spanish while they should be extremely competent in the use of Standard English. Teachers should study the impacts of knowledge on the style of teaching, materials selected for reading in class and activities in the classroom. Teachers should also study and understand the cultural influences upon communication, and respect cultural differences and foster this respect in the classroom. They should participate in continued professional development courses directed at improving children’s competencies in multicultural and linguistically diverse settings. Vygotsky’s theories of learning Vygotsky’s theories of learning provide an excellent insight into the process of social development of students through the interactive sessions conducted in class. According to Vygotsky, knowledge is constructed though human interactions. Skills and abilities that are given importance in a specific culture shape these interactions. Human thinking is promoted through communication. Communication also helps promote such cultural activities as writing and reading. Vygotsky asserts that their actions and visualization play a cardinal role in the solution of children’s problems in addition to their communication. Talking aloud guides the thinking ability of the children. The voices they hear in the classroom become internalized as the children grow up. This process lays the foundations of learning “the speech that we use aloud and with others eventually becomes internalized as part of our repertoire of strategies for problem solving” (Darling-Hammon et al., n.d., p. 126). Such kind of social development assists the children in being more strategic rather than just impulsive while solving complicated issues in their life. References: Beatty, I 2004, Transforming student learning with classroom communication systems, EDUCAUSE Center for Applied Research, Vol. 2004, Issue 3, . Darling-Hammon, L, Austin, K, Orcutt, S, and Martin, D n.d., Learning From Others: Learning in a Social Context, viewed, 3 February 2012, . eriding.net 2009, Talk for writing, viewed, 3 February 2012, . Hamm, PH, and Dunbar, NR 2005, Teaching and Persuasive Communication: Class Presentation Skills, Brown University. hello.org.uk n.d., Resources, viewed, 3 February 2012, . Okan, Z, and Ispinar, D 2009, Gifted students’ perceptions of learning English as a foreign language, Educational Research and Review, Vol. 4, No. 4, pp. 117-126, viewed, 3 February 2012, . Read More