An essential component of the Walking Talking Texts methodology for teaching EAL/D and literacy through first/community language is the progressive 'wall-papering' of the room with the group-negotiated texts and other visual records of learning as a unit of work progresses.
This level of written language scaffolding is supportive of EAL/D students from literate backgrounds as much as it is essential for those from oral cultural backgrounds. The concept of wall-papering the room with the products of teacher-led, group-negotiated texts developed in the context of teaching literacy to minority language speaking students from oral cultural backgrounds through their home/community language; as well as teaching those same students EAL.
The purpose and place of written language is not obvious/doesn't necessarily make sense to the latter group of learners. While classroom walls do not represent the real-life contexts for written language, a wall-papered learning context provides the models of, and for, personally constructed written texts. They provide regular reinforcement of taught language in a non-threatening way for students.
The walls are reminders to the teacher to constantly revisit and reteach both cultural and linguistic aspects of language and literacy, in addition to the mechanics of reading and writing.
The walls lighten the load for teachers and increase the effectiveness of the teaching. A win-win situation :)
Students and teachers regularly revisit the written and other visual texts during Language Flood Walks as part of the instructional time. At the end of each Term, the whole school staff goes on a tour of each classroom where the class teacher leads a guided tour of the teaching and learning that term, as visible through the evidence on the walls.
Some examples: Wallpaper Learning as Literacy Scaffold