Language and Literacy Development

Inclusion, Reading, and Language: 3 Strategies You Can Use This Week We talk about inclusion, but how often do we talk about reading and language as the foundation of inclusion? 📊 The Education Endowment Foundation (EEF) and Ofsted are clear: if students can't access classroom language and texts, they can't access the curriculum. So — what can you do beyond sentence stems and paired talk? Here are 3 high-impact strategies you can use this week: 1️⃣ Text-marking as a thinking tool — Give students symbols to mark ideas as they read: ✔️ (I understand), ❓ (I’m unsure), ⭐ (Important idea). This makes reading active — and gives you insight into who’s struggling in the moment. Remember: good readers know which words they don't know. 2️⃣ Collaborative Annotation Walls — Display an enlarged copy of a text on the wall. Across a lesson/week, students add their key words, drawings, definitions. The text grows into a shared, visual map of meaning — building academic literacy together. Multilingual Tip: Could students annotate home language translations for key words, sparking engagement and enjoyment in connecting with the range of languages present in the classroom? 3️⃣ Translanguaging for comprehension — Invite students to write key points or summarise their understanding in any language first, then rephrase in English - translanguaging is a powerful tool for deeper thinking in multilingual classrooms. 💭 Which one could you try this week? 👉 Follow for practical, research-informed strategies — next: What to do when students don’t understand a text but won’t ask for help. #Inclusion #multilingualism #EAL #Reading #Metacognition #Translanguaging #InclusiveTeaching

Early literacy is more than learning letters and sounds it is the foundation for a child’s ability to understand, communicate, and engage with the world. When children develop strong literacy skills from an early age, they are empowered to express their ideas, ask questions, and think critically about their surroundings. Literacy influences cognitive development, social interactions, and emotional growth, shaping how children connect with others and process new information. Implementing thoughtful literacy strategies such as immersive storytelling, phonemic awareness activities, and interactive reading experiences helps children see reading as an exciting adventure rather than a chore. These strategies foster curiosity, build confidence, and create positive associations with learning. Early exposure to diverse texts enriches vocabulary, enhances comprehension, and encourages a lifelong love of reading. More importantly, literacy is a gateway to opportunity. Children who develop strong reading skills early are more likely to succeed academically, pursue their passions, and adapt to an ever-changing world. By prioritizing early literacy, we are not just teaching children to read we are giving them the tools to dream, create, and lead with knowledge and empathy. #EarlyLiteracyMatters

Most people assume learning to read starts with letters and sounds. But before a child picks up a book, they need something even more foundational: Spoken language. The words we hear and use every day shape how we understand text. There’s a powerful opportunity to strengthen literacy instruction by centering oral language, especially for Multilingual Learners who are developing and using more than one language at once. Here’s what we know, both from research and classroom practice: - Oral language is a direct bridge to reading comprehension. - Explicit instruction in spoken language builds the foundation for decoding and understanding text. - Students don’t need to master one language before learning another. They can (and do!) develop skills in both at the same time. In fact, decades of research have shown that mapping spoken language to written text is fundamental for all learners, across any language with an orthography (or written system). If you're an educator or leader rethinking how Structured Literacy fits with multilingualism, I break this all down in my latest article for Language Magazine. It’s a closer look at how oral language, multilingual development, and evidence-based literacy instruction can work together to support all students. Read it here: https://lnkd.in/eGZKQVc2 #LanguageMagazine #StructuredLiteracy #MultilingualLearners #CORELearning

Every time I meet Grade 1 and 2 teachers, the concerns remain the same. Different schools. Different teachers. Same concern. But here’s the truth: This problem isn’t new — and yet, we’re still not solving it. We’re expecting children to write full sentences without first helping them read. We want them to read, without letting them speak. We ask them to speak, but haven’t built the habit of listening. We’ve forgotten the simplest sequence: Listening → Speaking → Reading → Writing (LSRW). Instead, we jump straight to writing. Neat handwriting. Long sentences. All while the child is still trying to make sense of sounds and words. Language isn’t a worksheet. It’s a rhythm. A dance. A conversation. And the early years need more than just paper and pencil. They need movement. They need music. They need stories, actions, sounds, and joy. So here’s what we can do: 🟡 Begin with Listening: Daily songs, rhymes, and playful instructions — even 5 minutes a day makes a difference. 🟠 Encourage Speaking: Circle time. Show and tell. Role-play. Let them express freely, without fear of “mistakes.” 🟢 Build Reading Readiness: Picture reading, storybooks, and sound games. Don’t rush to letters—build a love for language first. 🔵 Introduce Writing last: Start with drawing. Letter tracing in sand. Air writing. Writing begins with confidence, not just a pencil. 🔴 Use TPR (Total Physical Response): Teach language with movement: “Jump when I say jump.” “Touch your nose.” “Clap twice.” It’s magical for retention. The solutions are with us. They always have been. We just need to pause, reflect, and realign. Let’s teach the way children learn. Let’s bring joy back into language learning. #FoundationalLiteracy #HappyClassrooms #LSRW #NIPUNBharat #EarlyYearsEducation #TeacherReflections #LanguageLearning #JoyfulLearning #TPR #FLN #LetChildrenBeChildren #TeachingTips

In order to provide the best education possible for emergent bilinguals, it is crucial to implement effective research-based literacy practices in both their native language and English integrating explicit instruction. This will ensure that EBs are able to develop strong language and literacy skills in both languages. By utilizing practices such as cross-linguistic connections, metalinguistic awareness, collaborative approach, and literacy-based practices through thematic units, among others, educators can create a supportive and inclusive learning environment that promotes the success of all students. Clear and structured instruction is crucial in developing languages in a DL classroom. To truly master a skill, it is essential to have ample opportunities to listen, speak using their entire linguistic repertoire, read various genres, and write with a purpose. Building knowledge in two languages with effective practices will help students develop a robust biliteracy trajectory. 

Helping preschoolers build literacy skills is about more than just reading, it's about inspiring curiosity. Here are some activities that I found can blend fun and learning to support early language development at home: 📚 Letter Art: Make letters fun by shaping them with nature finds, drawing in sand, molding playdough, or finger painting. 📚 Take Turns Talking: Boost vocabulary with a talking game! Pass a stuffed toy, letting each person add to a story when holding it. 📚 Reading Labels: Show that words are everywhere—on clothes, signs, and snack packages—to make reading part of daily life. 📚 Draw the Story: Help with comprehension by having your child tell a story, write it down, and then let them illustrate it. 📚 Make Reading Fun: Bring stories to life! Use voices, sound effects, and a cozy reading spot to create excitement around books. These activities go beyond the classroom, bringing literacy into the everyday moments of a child's life. By fostering creativity, curiosity, and a love for reading early on, we empower young learners to build the skills they need to succeed in school and beyond. #LiteracyMatters #ChildDevelopment #EarlyLiteracy 

Newly arrived multilingual learners are not a monolithic group. Some students will arrive with abundant resources in English, while others will not have had any learning opportunities in English. Additionally, some will have had extensive formal educational experiences, while others will have had limited or interrupted formal education. It's not surprising when educators feel overwhelmed or unsure about how to support newly arrived English learners at early levels of English proficiency in mainstream classrooms. For many teachers, this is a new experience for them as well. Students at early levels of English proficiency benefit from additional scaffolds and accommodations during Tier I instruction in all content areas. While students at early levels of English proficiency may not know English yet, they know a lot and they will learn...a lot! Keep in mind that these kids are learning a new language while also learning new content. It's going to take time. Be patient with them and yourself. Here are 5 things you can do to help them each day as they start acquiring language and learning in your classroom: 1. Turn the captions on if you are using a video. And slow the speed down. Let them watch the video multiple times if needed. 2. Use visuals, images, pictures, and other multimedia. Just remember to label the pictures as you teach new concepts in English. This helps students to develop new language. 3. Make books and texts available in their home language and English side by side. Notice I did not say translate everything. Translation seems like a helpful tool, but it doesn't develop language. Students at early levels of English proficiency benefit from additional scaffolds and accommodations during Tier I instruction in all content areas. While students at early levels of English proficiency may not know English yet, they know a lot, and they will learn...a lot! 5. Label the classroom in English and in the languages your students speak. Seeing their own language can feel inviting and validating. It also sends a message to students that all languages are important. Word walls can also include words in languages other than English.