Introduction
The role of talk in supporting early years students from English as an Additional Language (EAL) backgrounds in understanding and remembering a simple story is an important aspect of language development. As such, various methods and theories have supported the use of talk in the classroom to support EAL students in their language development. These methods include Neil Mercer’s theory of the 3 types of talk, Oracy skills, the use of “think aloud” and “think together” methods. Moreover, discussion and the exchange of ideas, as supported by the theories of Vygotsky and Piaget, can play a crucial role in helping children remember and understand the moral of a story. Further research on this topic can help us gain a deeper understanding of how to best support EAL students in their language development and success in the classroom.
Literature Review
Neil Mercer’s Theory of the 3 Types of Talk
Neil Mercer’s theory of the 3 types of talk proposes that three main types of talk occur in the classroom: social, instructional, and independent. The social talk involves conversation and discussion between students (Simpson, 2021). This type of talk allows students to interact with each other, share their ideas and thoughts, and build on each other’s ideas. In the context of reading a story to EAL students, social talk could involve discussing the characters, events, and themes of the story, as well as asking and answering questions about the story.
The instructional talk involves the teacher providing information and guidance to students. This type of talk is often used to introduce new concepts or provide support for learning (Gurton, 2022). In the context of reading a story to EAL students, instructional talk could involve the teacher explaining new vocabulary or concepts, providing context for the story, or asking leading questions to guide the students’ understanding (Rutgers et al., 2020). Independent talk involves students thinking and talking to themselves. This type of talk allows students to process and reflect on their learning.
In the context of reading a story to EAL students, independent talk could involve students summarizing the story in their own words, making connections to their own experiences or prior knowledge, or predicting what might happen next in the story (Conteh, 2019). By incorporating all three types of talk into reading activities, teachers can create a rich and engaging language environment for EAL students, allowing them to develop their speaking, listening, and comprehension skills.
The Importance of Oracy Skills in Language Development
Oracy skills, or the ability to speak and listen effectively, are an important aspect of language development. Good oracy skills can help students communicate their thoughts and ideas, participate in class discussions and group work, and understand spoken and written language. There are several ways that teachers can incorporate oracy skills into story-reading activities including retelling, using questions, discussion, and role-play. When it comes to retelling, teachers must encourage students to retell the story in their own words after reading (MacGlone et al., 2020). This can help them practice their speaking skills and develop their vocabulary.
The other method is the use of questions where students ask for answers from teachers. This can help students practice their comprehension skills and engage in higher-order thinking in the process. In discussion, it is important to facilitate discussions about the story, including the characters, events, and themes. This can help students practice their listening skills and develop their understanding of the story. It is also important to use Role-play. This is done by having students act out scenes from the story or create their skits based on the story. This can help students practice their speaking skills and use language in a creative way. Hence, by incorporating oracy skills into story-reading activities, teachers can support EAL students in their language development and help them become more confident and effective communicators.
“Think Aloud” And “Think Together” Methods
The “think aloud” and “think together” methods involve verbalizing one’s thought processes as one reads or discusses a story. These methods can be used to support EAL students in processing and understanding a story by providing a model for them to follow and helping them understand the steps involved in comprehending a story (Rutgers et al., 2020). The “Think aloud” method involves the teacher or a more advanced student reading a story aloud and verbalizing their thoughts and observations as they go (Walker, 2018). For example, the reader might say, “I see that the character is feeling sad because she lost her favorite toy. I wonder how she will feel when she finds it again.” This can help EAL students understand how to make predictions, draw inferences, and identify emotions based on the text.
Teachers have the responsibility for the development and overall learning of the child. Teachers can facilitate discussions about stories that go beyond the content and meaning of the story, using “theory talk” activities to encourage EAL students to share their ideas (McCulloch & Horak, 2019). For example, during a discussion about what happened next in a book, an experienced teacher might ask students, “Who do you think will be sad in the next part? Why?” and make each student write his/her response on a piece of paper. This can introduce peers to different points of view and help other students reflect on their opinions.
The “Think together” method involves the teacher or students discussing their thoughts and observations about a story as a group. The teacher might ask questions like, “What do you think will happen next?” or “Why do you think the character did that?” and encourage students to share their ideas and thoughts. This can help EAL students practice their speaking and listening skills and engage in higher-order thinking (Gurton, 2022). By using the “think aloud” and “think together” methods, teachers can create a supportive and collaborative environment for EAL students to process and understand a story.
The Role of Discussion and Exchange of Ideas Using Theories
According to theories by Vygotsky and Piaget, discussion and the exchange of ideas are important for children’s cognitive development. When children participate in discussions, they have the opportunity to express their ideas and listen to the ideas of others (Coultas & Booth, 2019). This can help them remember and understand the moral of a story, as they have had the opportunity to reflect on the meaning and significance of the events and characters.
The theory of proximal development by Vygotsky maintains that children’s learning can be supported through activities that are beyond their current level. This involves the guidance and support of adults and peers. Vygotsky’s theory of the “zone of proximal development” suggests that children’s learning is supported when they engage in activities that are slightly beyond their current level of development, with the guidance and support of more knowledgeable peers or adults (Walsh, 2021). In the context of discussing a story, this means that children can learn and remember more when they are challenged to think critically and express their ideas, with the guidance of the teacher or more advanced peers. Piaget’s theory of cognitive development also emphasizes the importance of interaction and the exchange of ideas in children’s learning. According to Piaget, children learn through actively constructing their knowledge, and they can do so more effectively when they engage in discussions and debates with others (Simpson, 2021). By facilitating discussions and encouraging the exchange of ideas, teachers can create a supportive and engaging environment for EAL students to remember and understand the moral of a story.
Conclusion
In conclusion, the role of talk in supporting EAL early years students in understanding and remembering a simple story is an important aspect of language development. By incorporating various methods and theories, including Mercer’s 3 types of talk, Oracy skills, and the use of “think aloud” and “think together” methods, teachers can create a rich and supportive language environment for EAL students. In addition, discussion and the exchange of ideas, as supported by the theories of Vygotsky and Piaget, can play a crucial role in helping children remember and understand the moral of a story. Further research on this topic could explore the specific strategies and techniques that are most effective for supporting EAL students in their language development and comprehension. It could also examine how these strategies and techniques vary for different age groups and language proficiency levels. By continuing to investigate the role of talk in supporting EAL students, we can gain a deeper understanding of how to best support their language development and success in the classroom.
Reference List
Conteh, J. (2019). ‘Miss, can you speak French? – linking ‘MFL’, ‘EAL’ and ‘English’ in ‘primary language teaching’, Race Equality Teaching, 27(1), pp.17–20.
Coultas, V. and Booth, P. (2018). ‘Exploratory Talk and Task-based Learning: A Case Study of a Student’s Learning Journey on an MA (Education) English Language Teaching Course’, Changing English, 26(1), pp.30–47.
Gurton, P. (2022). Teacher Talk And Pupil Talk: A Case Study Of A Thinking Skills Approach To Learning In An English Primary Academy. [online] Web.
MacGlone, U.M. et al. (2021). ‘Developing categories for children’s creative and responsive musical actions in group improvisation: a mixed methods action research study’, Early Child Development and Care, 191(12), pp.1939–1955.
Rutgers, D. et al. (2020). ‘The knowledge base of CLIL teaching in multilingual primary education settings.’ ELT Research Papers, [online] 20. Web.
Simpson, A.C. and Taliaferro, A.R. (2021). ‘Designing Inclusion: Using 3D Printing to Maximize Adapted Physical Education Participation’, TEACHING Exceptional Children, p.004005992110101.
Walker, H. (2018). ‘A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling’, Journal of Classics Teaching, 19(37), pp.35–45.
McCulloch, S. and Horak, T. (2019). ‘What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing’, Journal of Learning Development in Higher Education, (15).
Walsh, L.L. (2021). ‘Developing Decolonial Consciousness in Biology Students Through Critical Reflection Assignments’, CourseSource, 8.