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Teaching for Success

Inclusion in the Classroom

Creating and sustaining a more inclusive

language classroom

Phil Dexter, Teacher Development Adviser, British Council, UK


What do we mean by language?

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Communication skills

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“All school subjects

are our subjects”

Wilga Rivers 1983

Commenting on foreign language teaching


Some thoughts on teaching and

learning language skills

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What shape are our textbooks and notebooks?

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Let’s share together an example of an inclusive language activity……..


What is going on in this classroom?

What is not happening?

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Classrooms – a great fit for some BUT

alien planet for others

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Which of these children may have special educational needs?

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Our special educational needs

labels

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Language learning – a helping hand, foot and anything else!

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Co-occurring needs

Expressive and receptive language

– text based approaches

Concentration/Focus

Communication

Organisation of work/tasking

Fast and slow thinking

Working memory

Sequencing and organisation


Important not to prejudge in identifying language difficulties…..but to notice

It can be difficult to identify speech and language difficulties in the English or language class because many of the indicators occur naturally when a student is learning a new language

Expressive and receptive language difficulties that occur in the learner’s own language will likely also appear when learning another language.

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What learners might say - expressing their needs

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.

“I get into trouble a lot because the teacher tells me

to do things and then I can’t remember what to do.

She thinks I’m doing it on purpose but I’m not. I try to

remember her words but they’ve just gone.”

“I really like learning English and I know quite a lot of

English words. We play games in the English class

which are great and we act out scenes. I like singing

songs in English. The problem is when we have to

copy new words from the board. I always get them

wrong and have to keep looking back at the board. It

takes so long. The words don’t come out right even

though I spend ages doing it.”


What we can notice:

Sequencing and grammar

•Inappropriate grammatical structures:

Missing out the ends of words such as ‘ing’ and ‘s’: She is go home. She feel tired. •There may be errors with tense marking: I eated the cake •Word order •Jumbled up speech •Telling or retelling stories in the right sequence

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What we can notice: phonological

processing difficulties

Substituting one sound for another • ‘l’ is replaced with ‘y’, so ‘light’ becomes ‘yight’ and ‘pillow’ becomes ‘piyow’. Problems pronouncing phoneme clusters: • ‘crisp’ become ‘kisp’ or ‘spend’ becomes ‘pend’. Leaving out prefixes: • ‘computer’ becomes ‘puter’ and ‘annoyed’ becomes ‘noyed’.

Tip: Familiarise yourself with the learner’s sound system

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Some possible solutions for inclusive

language learning approaches

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no magic tricks, but….


Figurative language

Metaphor

Idioms Sarcasm

Irony

taking things too literally communication breakdown

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Leads to


Metaphorical and literal expressions

Has the cat got your tongue?

You’re a little ray of sunshine

Do you get butterflies in your stomach before

taking a test?

I can’t make head or tail of what you are saying

You need to pull your socks up this term

She was only pulling your leg

I’m going to keep an eye on you today

It went in one ear and out the other

Now please stand and toast the bride and groom

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Language processing and writing

challenges

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Language processing and writing challenges

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Working to strengths based approaches imagination, holistic/big picture thinking, kinaesthetic and visual

memory, strong intuition and creativity

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Calming, categorising and

trans-lingual activity

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//Uklon1bms102/home$/phildexter/Desktop/SEN Presentations/SEN Videos/buttons.mp4






Multi-sensory story telling

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Making a text meaningful – easification

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Making a text meaningful – easification

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Colour coded sentence making

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Articles

Adjectives

Nouns

Verbs

Prepositions

Adverbs

The blue laughing cat sleeps happily as the dog eats her lunch under the bed


Phoneme awareness:

Discriminating English vowel sounds like / I / and / i: /

Kineasthetic Activity

King Will Queen Jean

Cheese*Meat*Liver*Beans*Chips*Chicken* Leeks*Fish*Yeast*Milk*Greens*Peaches

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Irregular verbs activity

burst burst burst

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come came come


Irregular verbs activity

Mum and twins Mixed bag

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have had had

ate eat eaten

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Scaffolding and Differentiation

Differentiation by response


Thinking about assessment for learning

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Supporting literacy, skills, communication,

language and communication

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//Uklon1bms102/home$/phildexter/Desktop/SEN Presentations/SEN Videos/TEACHERS TV SENCOS PT 1 (1).m4v



www.teachingenglish.org.uk 32


Self, peer and cooperative assessment

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‘Approaches to special educational needs

and inclusive learning’ course

uU

Free starter module: http://bit.ly/2jC80VJ

Information on course

http://bit.ly/2jTUUUW

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Understanding Special Educational Needs – introduction

Engaging with Special Educational Needs

http://bit.ly/2jC80VJ















http://bit.ly/2jTUUUW


A final thought on inclusive language learning

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Thank you [email protected]

http://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

mailto:[email protected]























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