Supporting language learning
Creating a language-rich environment
Teachers can create a language-rich environment by:
• providing students with wide exposure to print, eg labels, word displays, posters, a
variety of texts
• displaying illustrated meanings of new words around the classroom
• encouraging students to become interested in, and actively think about and use, words
(Beck et al 2002), for example:
– have a suggestion box for new target words
– share favourite words
– play with words
– being ‘word detectives’ by reporting target words heard or seen and explaining how
the words were used, eg ‘catching’ other students using the word across the day
• using shared reading, rhymes and songs as an opportunity for students to hear and talk
about new vocabulary
• playing games that feature target words, eg charades, pictionary, celebrity heads,
concentration, snakes and ladders
• embedding new vocabulary within classroom routines, lessons and informal interactions
across a range of contexts and situations
• using vocabulary in advance of what students can read and write (Beck et al 2002)
• providing opportunities for students to discuss:
– interesting events and experiences (Rose 2006)
– similarities and differences between words
– fiction and non-fiction texts (Rose 2006), including favourite books
– an author’s use of words
• encouraging students to ask about words they do not understand
• providing a permanent model of target/instructional words, eg word walls
• encouraging students to read extensively (Rose 2006)
• modelling how to add and adapt sentences, eg adding detail to a sentence using
adjectives, nouns, adverbial phrases.
Facilitative interaction style
Teachers can facilitate oral language development by:
• modelling a variety of language forms, ie comments, observations, remarks and
statements in addition to instructions and questions (which often make up a large portion
of ‘typical’ teacher talk)
• using sentences at a word length just above that being used by the majority of students
(eg if most students are using a sentence length of 4–5 words, the teacher should use
6–7 words) and rephrasing (using a shorter sentence) for students experiencing difficulty
• regularly using comments to commence interactions, eg ‘You’re building a great dinosaur.
He has a very long neck. I bet he can reach a lot of things to eat. I wonder what he likes
to eat’
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Support Materials for Students with Special Education Needs
English K–6
Speaking and listening
IMPLEMENTATION
