Session 1: Learner difficulties. Winning hearts and minds.

Session objectives

By the end of this session you will be able to: identify common problems for learners operating in English speaking contexts; suggest situations where learners will be have difficulty listening to English speakers; list strategies for supporting learners with dyslexia;  suggest potential development routes to learn more information about supporting learners with literacy / ESOL / supported learning needs.

Download handouts to help you take notes and complete the session.

Understanding our learners’ problems

Task 1: What two main problems do Mohammed & Abdul and then Yasmin have in English speaking contexts? Listen and make notes for reference later. 

The downloadable handouts (link just above) will help guide your note-taking.



(Nb: If you have trouble listening to the recording, please reload this page with a different browser, such as Google Chrome. Microsoft's Explorer sometimes has trouble with the embedded recordings and formatting)

Writing
One of the things the learners talked about was writing, and particularly spelling. However, another problem learners have with literacy difficulties or those whose first language uses another script is actually forming the letters of English. It may seem simple to take basic notes, but for many, this is quite a time consuming task. This will help get you started on understanding some of the problems learners face; more detail is included in Session 7.

Task 2a: Use a timer (e.g. on your mobile phone) and compare the time it takes you to copy the days of the week in English and then again in Japanese.

Days of week (English)	Days of week (Japanese)
Sunday	日曜日
Monday	月曜日
Tuesday	火曜日
Wednesday	水曜日
Thursday	木曜日
Friday	金曜日
Saturday	土曜日
Time: 0:00?	Time: 0:00?

Task 2b: As well as noticing the time difference, look at the quality of the letters. With your Japanese days, consider the following:  

• Is there spacing between the letters (there shouldn't be any – it’s one word!)?
•  Are the bottom and tops of the letters level with each other (i.e. a standard size)?
• How clear are the letters compared to the typed version?
•  How difficult was it to write in the new script?
• Can you see any similarities between your Japanese words and some of your learners’ writing?

Knowing where our learners come from and the problems they face

Having sympathy, empathy and understanding some of the problems our learners face will really help us support them when they’re in our classes. The copying exercise certainly helps give us empathy towards learners with problems writing but what about other considerations we need to be aware of if we are to support our learners effectively, helping raise their involvement and achievement? 

Task 3a: Read the two case studies and make notes on the problems and successes you think the learners will have in class:

Case study 1: Learner M (adapted from: Breaking the language barriers  (n.d.) Part 1: The scale of need. Available at http://www.lifelonglearning.co.uk/esol/r03.htm. Accessed on 1st October 2013)

M is from Spain where she had a job in the tourist industry. She came to England to learn English and get a vocational tourism qualification. When she arrived she could speak little English so she joined an ESOL class and later enrolled onto a Level 2 Diploma in Travel and Tourism.

Case study 2: Learner Z (adapted from: Breaking the language barriers  (n.d.) Part 1: The scale of need. Available at http://www.lifelonglearning.co.uk/esol/r03.htm. Accessed on 1st October 2013)

A is a young Kosovan male asylum seeker. Because of the closure of Albanian language schools when he was 9, he had only 4 years of primary education. He came to Britain to escape the militia who were combing the villages in his area for young men who might or might not be nationalists. He saw several of his friends killed in brutal ways during the searches. His father arrested and disappeared. He smuggled himself on a lorry and came to South London. After struggling with English he has now entered a L1 Building Services course.

Task 3b: Now open/download and read the summary of problems and successes. Have you had any learners like this?

Helping raise awareness of problems learners with dyslexia and other learning difficulties have

A lot of the things which can make materials easier to access for learners with literacy needs, dyslexia and other learning difficulties are just features of good teaching and material design. Things we can do to help, e.g. breaking up texts with pictures or providing lined paper to write on, are also helpful in making material more accessible. For this next task, download the factsheet and complete Task 4a and 4b.

Task4a:  Read the factsheet and identify three common characteristics learners with dyslexia have.

Task 4b: Give four suggestions about how this factsheet can be improved to help learners who have dyslexia. These suggestions will also make it more accessible for other learners, too!

Task 4c: Look at this example of a handout supporting maths skills. How has the designer helped support accessibility? (handout supplied courtesy of Mr Akash Puranik)

Top tips for working with ESOL learners or learners with other learning needs

Task 5: Look at the top tips for working with ESOL learners or learners with other learning needs. Which do you routinely do?

Session 1: Top tips!
1	When giving instructions, speak slowly, clearly and ensure the stages/processes for the task being instructed are clear and well-signposted.
2	Avoid asking learners to copy large amounts of information from the board – restrict copying to feedback to tasks.
3	Structure worksheets so that they support learners, helping access
4	Give learners a glossary of any / pre-teach words or expressions they might not know. Do not rely on learners using dictionaries. Looking up words in a dictionary can be time-consuming and you might find your learners with literacy needs struggling to keep up.
5	Reinforce through repetition, which is very important for learners with literacy needs but will also benefit your other learners (for example, you could use a one-minute paper at the end of the lesson: http://www.oncourseworkshop.com/awareness012.htm).

Now over to you:

Task 6: Considering what we’ve covered in this session, adapt one of your handouts to support ESOL learners, learners with literacy needs, learners with dyslexia or other learners with other learning needs. You could give the handout to a peer or someone in your institution’s support team for feedback on what you’ve done.

Further reading:

• NRDC Detailed and academically conducted case studies into problems non-native English speakers face in UK learning environments.

http://www.nrdc.org.uk/content.asp?CategoryID=424&ArticleID=375.

• Breaking the language barriers. An easy to read, online and insightful report which addresses the needs of learners who, because it is not their first language, need to develop skills in listening, speaking, reading and writing in English. http://www.lifelonglearning.co.uk/esol/r03.htm.

• British Dyslexia Association: Information for parents, employers, teachers. Their website talks and can change colour. www.bda-dyslexia.org.uk.