Discussion and analysis of strategies used by UK primary school teachers to develop the communication and literacy of primary age children This paper analyzes 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…
“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 ?lls 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 talent ...
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