ABSTRACT
The same basic principles which underpin all good primary practice are also applicable to language teaching. That is to say, teachers should: • begin with the needs of individual children; • use meaningful situations that stem from normal classroom activities
and are related to a child’s conceptual development; • help children to build up their own learning strategies. Any assessment of needs will take into account such factors as: family situation; first language; previous educational experience. (For newly arrived children someone in the immediate family might be found to act as communicator.) The following links may be made: • On occasions, someone can help in class, both to translate lesson
content, and to carry out curriculum activities in the first language. • Tapes can be passed on for parents to record dual-text stories or
translations of books. • A journal can be used for communications between teachers and
parents, or so that language items can be reinforced at home. • Someone may be able to carry on literacy work in the first language,
supporting ‘balanced’ bilingualism. However, if there is no-one who can help in these ways, the school needs to look further afield. Are there students in local secondary schools who speak, or are studying, particular languages, or are eager to practise their communication skills? Is there a university or college or polytechnic nearby which has bilingual students undertaking teacher training courses? Which
community groups listed in the telephone book may be able to offer help or advice?
