In the final instalment of this series, NACE Research and Development Director Hilary Lowe suggests approaches to creating language-rich schools and classrooms and the implications this would have for teacher development.
Improving the quality and nature of linguistic interaction and discourse within the classroom can better equip learners to engage in cognitive challenge. Learners thus equipped can also move more effectively from guided practice to independence and self-regulation. Teachers working with more able pupils must have a clear pedagogical strategy in mind, with discourse and well-planned questioning an integral part of that strategy. By using a highly interactive pedagogical model, which is language-dependent, teachers get rapid feedback about how well knowledge schemas are forming and how fluent pupils have become in retrieving and using what they have learnt. Working with the most able learners, the quality of questioning and questioning routines must provide the teacher with diagnostic information and the pupils with increased challenge.
The development of language is too important to be left to be ‘caught’ alongside the rest of the taught curriculum. We need to give it explicit attention across the curriculum, alongside subject knowledge and skills. To do this expertly teachers should have access to professional development opportunities which give them insights into substantive areas of language acquisition and development – including what that means at different ages and stages and for learners of different abilities and language experience.
NACE’s future CPD and resources will therefore focus on issues in and strategies for language development for high achievement, including:
- Case studies of NACE evidence schools with excellent practice in language for high achievement;
- The language needs and characteristics of different learners, including the most able;
- Creating language-rich school environments;
- Approaches to teaching and learning for language development;
- EAL learners;
- Developing a whole-school language policy.
Schools accredited with the NACE Challenge Award are invited to join our free termly Challenge Award Schools Network Group events (online) to share effective practice in this and other areas. View upcoming events here, or contact [email protected] to learn more about NACE’s work in this field and/or to share your school’s experience.
This article was originally published on the NACE website. Find the original article and more of NACE's work here.
References
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