Concept Learning And Language Development

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As can be seen in Appendix 3, the teacher began the guided talk with context-embedded activities and gradually moved, with dialogue and action, towards less embedded activities, meaning that the children were never left without support, and at the time were being encouraged to move to the new knowledge which was the ability to report instructions for making a fruit salad. This is underpinned by Smyth (2003) who suggests that good planning for concept learning and language development will ensure that all pupils always move from activities with a high degree of contextual support, such as real objects and pictures, to those which are less contextually supported in these ways. At this higher level, activities will be much more dependent on the linguistic cues and the pupils’ own knowledge of language, as well as what they have already learnt.
Guided talk was an effective strategy in supporting EAL children as the small number of children in the group allowed the teaching to be adjusted to the particular needs; in this case it was developing competency in the English language. Resulting from this, the children could move beyond their linguistic zone of proximal development of BICS to CALPS as they were given the opportunity to rehearse specific and more advance language forms, which had been modelled by the teacher in appropriate contexts.
This is underpinned through McGroarty (1993) who suggests that through guided talk EAL children can hear more language, a greater variety
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