One of the messages we are keen to share is that those strategies that support children with language delay or difficulties can also promote learning for children with other or indeed no additional needs. Embedding such strategies into daily classroom practice is a move towards a more inclusive approach but that must involve both teachers and TAs.
Pre-Teaching key concepts, ideas and vocabulary prior to lessons can enable children to access learning at a higher level, rather than focusing on meaning alone.
Repetition and Clarification of instructions or information helps children to understand. Remember to maintain some level of challenge. Encouraging children to break down tasks into manageable chunks and think about their organisation can help children develop a more independent approach to learning.
Commentary is a very useful tool and not just for younger children. Providing a narrative whilst children are working on tasks models good language and helps children understand processes. Encouraging children to provide commentary for each other extends opportunities for use of language across a range of classroom activities.
Rehearsal allows children to practise oral work (or orally for written work). Repeating what they have said, word for word, helps them check for sense and structure. Asking open questions, those that require more than just a one word answer, promotes higher level thinking and provides a deeper learning experience.
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