English Additional Language/Dialect  |  English Second Language  |  English Language Learners

Additional Comments Language Flooded Learning Environments and Comprehensible Output and Input

 Having just spent time in a couple of remote Indigenous Schools, I would like to emphasize the impact and necessary role of the classroom walls as oral and literacy scaffolds for children learning English as they learn through English.

Where the classroom walls and other visual spaces are covered with the literate and other visual results of the teacher-children GROUP-NEGOTIATED work from the units of work, the children continuously have a reference base to support their own listneing, speaking, reading and writing development in the additional language.

In other words, the print environment is available to them when they need it for learning THROUGH English in addition to supporting them in RISK-TAKING when USING oral or written English. The 'exhibited' products of teaching-learning must have student input at some point to be relevant to the student in English production. This can occur as the print is created through oral contributions to group-negotiated texts. Students can demonstrate comprehensible output by illustrating the text product e.g. when group-negotiated texts are produced, some part of the text is written on a large sheet of paper for each child to illustrate for display.

This reflects the comprehensible input they have received.

A wall-paperd room of group-negotiated work in Walking Talking Texts contexts does NOT comprise of student worksheets displayed!! Have your say. Do you use Walking Talking Texts? Perhaps you use other ESL (EAL/D) methodologies? Do you make use of authentic group texts with student input as visual displays to support scaffolding of students' language learning?