Benefits Of Supporting Teaching And Learning

Part 2

I currently work in a faith school Guru Nanak Sikh Academy as a teaching assistant where 93% of the pupil’s first language is not English. I closely work with two students in year 6 student A is an EAL student with SEN needs who is disruptive in classroom and calls out and Student B is an EAL student with communication difficulties. Student A’s needs would be different from student B and requires additional support in academic and social needs.

According to (Fulton, 2016, pg. 254) “The majority of the children in the world are bilingual.” Students who come into schools with very little or no understanding of the English Language, need a lot of encouragement to learn quickly so they can access all areas of the curriculum. They may

The reason for this support is because the students are below their age-related reading level as there is lack of understanding of the text they read. Guided reading supports as they develop skills that would help them to read independently, fluently and by reading out load builds confidence. We also discuss about behaviour inside classroom and calling out. Furthermore we go through the reading strategies such as looking for context clues, using inferenced and understanding syntax. Students are able to learn and support one another. Benefits of supporting the students in guided reading is that students will develop as individual readers and understand the context of what they are reading whilst the teacher is then available for support and

Working with EAL students I understand that communication can be difficult therefore I make sure that verbal communication is made more visual. For example; have a visual image and the word written in English underneath the image. According to the school policy the work needs to be differentiated not only to allow students to access the curriculum but to move their language on so that they can use higher order learning skills. Many students acquire the ability to communicate on a day to day basis in English quickly, on the other the level of language which is needed for academic study is much deeper and more detailed which can require support for up to ten years. EAL student is in the centre of the English language attainment process and operates within a learning environment. Socio-culture factors impact upon the EAL learner’s language, cognitive and academic development.

(Vygotsky, 1978 ST3 pg. 78) theory of sociocultural perspective where the of learning emphasises the social and cultural of learning and the role that adult plays in supporting that learning (Open University, 2016 pg. 78) by making sure students are learning in a socially contracted environment as a teaching assistant I imply group activities for EAL students where the students are able to build their confidence by doing group activities and