Challenging myths about teaching multilingual learners to read

Phonics instruction is important for English language learners, but building vocabulary in their second language is also vital. We don't just want students to be able to decode, but also to know the meanings of the words, to aid comprehension. The best approach is to continue with grade-level learning while filling in knowledge gaps. #Englishlearners #vocabularyinstruction #readingcomprehension #phonicsinstruction https://lnkd.in/g64Ut6aS

📣We’re excited to share research from our partner Off2Class! A new paper, "Off to a Great Start: The Potential for Tutoring Paired with the Off2Class Foundational Literacy Curriculum to Boost English Proficiency Gains for Adolescent Newcomer English Learners", was recently published examining the impact of Off2Class’s curriculum. By combining the curriculum from our partners at Off2Class with high-impact tutoring, Littera is able to provide English language learners with an intervention that had a large impact on English reading proficiency. The research also notes the program is a fraction of the cost of other HIT programs, making it a cost-effective and sustainable intervention for districts. Read the full study here: https://lnkd.in/gvKBcZAj

Teaching English: redesigned, refreshed and reimagined We’re delighted to share the autumn issue of Teaching English, the first to appear after our recent redesign and refresh. The magazine continues to showcase some of the best writing about English teaching and will be distributed next week. Guest edited by NATE vice-chair Sue Pinnick, the issue focuses on Initial Teacher Education and includes Hannah Strickland on creativity, curiosity and risk-taking in the English classroom; Emily Henry on reading aloud; Miracle Weir on race and diversity and Hazel Joannides on the impact of mentoring on beginning teachers. Charlotte Wright follows two PGCE students as they get to grips with teaching Shakespeare. Charlotte De Maria charts the demands and rewards of the PGCE year, highlighting the resilience, adaptability and reflection it requires from new teachers. Tara McMullan reflects on how teaching trainee English teachers reshaped her understanding of classroom practice, learning and subject knowledge. As well as these fabulous feature articles, there are our usual regular columns: Peter Thomas on Shakespeare in performance, Trevor Millum's Poetry Portal and A View From The Chair by Mick Connell. The EMC column returns — this time from Claire Pollard on how teacher education can restore freedom. In The Teacher Feature, ETC Sophie Hurst shares her love of lyrical writing, explores empire and identity, and dreams of having some spare time. Tom Rank continues his coverage of English teaching in the news, although his column 'Media Studies' has been rebranded as 'Reported Speech'. We also have a new regular column from Chloe Watterston on creating an inclusive English classroom, and a new regular interview from NATE vice-chair Sue Pinnick, this time in conversation with Lorna Smith from the University of Bristol. It's been great fun working on the issue, and we want to give a huge shout out to Colin Boyter, who has been an amazing designer to work with. He's creative, meticulous, and seems to find inspired solutions to every challenge.

Unlocking True Comprehension: The Importance of Concept Questions in EFL Classrooms As English as a Foreign Language (EFL) educators, we've all been there: a lesson concludes, and we ask, "Do you understand?" The chorus of "Yes!" is often reassuring, but does it truly reflect comprehension, or just politeness? This is where Concept Questions (CQs) become an indispensable tool. CQs are not simply "checking questions"; they are precisely crafted queries that target the core meaning of new vocabulary, grammar points or functions, independent of the context in which they were presented. 🗣👤 Why are CQs so critical for checking understanding? They Go Beyond Rote Learning: Instead of just repeating a definition, CQs force students to apply their understanding. For example, after teaching "frustrated," asking "Are you frustrated when you win the lottery?" (No) is more effective than "What does frustrated mean?" 🫴The importance of concept questions:- 1) Immediate and Accurate Feedback: CQs provide instant insights into what students have truly grasped and, more importantly, what they haven't. This allows teachers to address misconceptions on the spot, preventing them from becoming ingrained. 2) Promoting Active Processing: Answering CQs requires critical thinking and forces students to actively engage with the new language point, moving beyond passive reception. 3) Identifying Gaps in Learning: When students struggle with a CQ, it highlights specific areas where further explanation or practice is needed, allowing for targeted intervention. 4) Boosting Student Confidence: By successfully answering CQs, students gain confidence in their understanding, encouraging them to participate more and take risks with the language. Therefore, in the dynamic environment of an EFL classroom, effective teaching isn't just about presenting information; it's about ensuring it's truly absorbed. Integrating well-planned concept questions into every lesson empowers us to gauge understanding accurately, provide meaningful feedback and ultimately, foster deeper, more resilient learning. #EFL #ESL #ELT #ConceptQuestions #LanguageTeaching #TeacherDevelopment #Education

Charles public schools saw nearly a 10% increase in English language arts for 10th grade, but remained lower than the state average on standardized tests last school year. Students are learning how to write with writing promotes and the district has included it in core instruction. — This is the second of a two-part series looking at Charles public schools’ state standardized test results.

📘 Introducing My English Dictionary – an engaging picture dictionary designed to support early English acquisition through immersive, multi-sensory learning. Aimed at children aged 2–8, this resource combines charming daily-life illustrations with an interactive audio pen, allowing young learners to hear and practice correct pronunciation while building essential vocabulary. 🔹 Key Features: 25 thematic units closely connected to a child’s daily experiences Audio-enhanced illustrations that support phonics and vocabulary retention English-only approach encourages natural development of listening and speaking skills Supports holistic development: visual, tactile, and linguistic engagement Facilitates meaningful parent-child interaction during learning sessions This tool is more than a dictionary—it’s a gateway to confident communication and joyful learning. Perfect for both home and early education settings. Let’s help the next generation grow their language skills—creatively and effectively. #EarlyChildhoodEducation #LanguageLearning #EdTech #EnglishVocabulary #Parenting

🎧 Why Is Teaching Listening More Challenging Than Teaching Reading in ESL/EFL? Many teachers agree that listening lessons are harder to teach — but why? Research in ELT provides clear insights that can help us redesign our listening lessons more effectively. 🔍 Here’s why listening poses greater challenges than reading: 1️⃣ Listening is transient — reading is permanent Learners can re-read text, pause, analyse, and check meaning. Spoken input disappears instantly unless replayed, which increases cognitive load. 2️⃣ Spoken English is acoustically “messy” Fast speech, accents, weak forms (gonna, wanna), connected speech (next week → nex(t)week) and background noise make decoding meaning difficult. 3️⃣ No visual support Reading offers punctuation, spelling, paragraphs, and visual organisation. Listening requires simultaneous decoding and meaning-making without these supports. 4️⃣ Higher cognitive processing demand Learners must infer, predict, process tone, and interpret meaning in real time — placing heavy pressure on working memory. 5️⃣ Greater dependence on background knowledge Listening comprehension relies heavily on topic familiarity and schema activation. When learners lack background knowledge, breakdown occurs more quickly than in reading. ✅ Final Thought for Teachers Listening isn’t just “hearing English.” It is a complex cognitive skill that requires strategy training, exposure to authentic speech, and opportunities for reflection — not just comprehension questions. If we want learners to progress, we need to teach how to listen, not only test if they understood. 📚 References Field, J. (2008). Listening in the Language Classroom. Cambridge University Press. Brown, S. (2006). Teaching Listening. Cambridge University Press. Vandergrift, L., & Goh, C. (2012). Teaching and Learning Second Language Listening. Routledge. Buck, G. (2001). Assessing Listening. Cambridge University Press. Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge. 💬 Which listening strategy has transformed your learners’ progress the most? Share one practical tip below to support other educators. #ELT #EFL #TESOL #ListeningSkills #LanguageTeaching #ESL #TeacherDevelopment #TEFL #Education

𝗬𝗼𝘂 𝗸𝗻𝗼𝘄 𝘄𝗵𝗲𝗻 𝗮 𝗵𝗲𝘀𝗶𝘁𝗮𝗻𝘁 𝗰𝗵𝗶𝗹𝗱 𝗳𝗶𝗻𝗱𝘀 𝘁𝗵𝗲𝗶𝗿 𝗿𝗵𝘆𝘁𝗵𝗺 — 𝗮𝗻𝗱 𝘁𝗵𝗲𝗶𝗿 𝗿𝗲𝗮𝗱𝗶𝗻𝗴 𝘀𝘂𝗱𝗱𝗲𝗻𝗹𝘆 𝗰𝗼𝗺𝗲𝘀 𝘁𝗼 𝗹𝗶𝗳𝗲. It’s not just fluency improving; it’s confidence, focus, and comprehension. The child is ready to learn and this is a moment when inclusive approaches really do widen access to the curriculum. You can hear inclusion long before you can measure it. When we cultivate sensitivity to rhythm, the pupils who once hesitated begin to anticipate the next word, the next phrase, the next idea. One of the most powerful insights from the research was how rhythm can create a more inclusive approach to supporting reading fluency. In many classrooms, fluency is measured by how quickly or accurately a child can read aloud. But this can overlook the more subtle process: the moments when a child begins to feel the rhythm of language, to anticipate the flow of a sentence, or to connect sound with meaning in a new way. When rhythm becomes intrinsic to learning, lower attaining children forge their own relationship with text. It allows for flexibility, individuality, and those essential moments of connection that make learning feel meaningful. ‘Being more inclusive,’ in this sense, isn’t about lowering expectations. It’s about widening the doorway and providing access to the curriculum. Rhythm helps us do that. ➡ How are your schools creating the conditions where rhythm and a deeper engagement with reading can flourish? If you’d like to see how rhythm can make reading more inclusive, the fluency tracker offers a simple starting point. You can join my free training here: 👉 https://lnkd.in/eX3TAB-N

Supporting adolescent English learners isn’t just about classroom instruction—it’s about personalized support that meets them where they are. This article by Leslie Villegas, MSc from New America highlights how a targeted tutoring program in South Carolina enabled students in grades 6-12 to double their expected annual gains in English language proficiency. Curious how intensive, small-group tutoring can close the literacy gap for older ELs? Check it out. #SC-ELD https://lnkd.in/gQWDvQyS

The Silent Curriculum of English Communication Textbooks in Japanese High Schools” The subject English Communication, a core component of Japan’s high school curriculum, ostensibly aims to foster interactive communication in English. Yet, a close inspection of its textbooks reveals a paradox. Despite their communicative title, the books are dominated by long reading passages, followed by exercises focused on comprehension, vocabulary, and grammar. This design encourages a lesson flow in which students “first understand the text, and engage in activities only if time allows,” effectively positioning reading as the main task and communication as an optional supplement. Teachers are instructed to adapt these materials to design communicative lessons, but such expectations rely heavily on individual teacher competence. Consequently, the quality of instruction varies widely, leading to disparities in students’ English proficiency—a phenomenon often described as the “teacher lottery.” Although nationally standardized textbooks are meant to guarantee equal learning opportunities, the current model provides only reading materials, delegating the pedagogical design to teachers. This system inadvertently institutionalizes inequality. The roots of this structure lie in the compromises among three actors: the examination-driven educational system, classroom realities, and publishing practices. As long as entrance examinations privilege reading, publishers must produce reading-oriented textbooks, while teachers—accustomed to comprehension teaching but anxious about task design—accept this status quo. These textbooks, therefore, function as silent devices shaping both classroom dynamics and learners’ experiences. Genuine transformation in English education requires not merely revising teaching methods or assessments but critically reexamining the textbook itself—the quiet yet powerful medium that defines what “English communication” truly means in Japanese classrooms.