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Natives or any more advanced speakers
- mothertongue
- parents use English in order to communicate (not mothertongue)
- have lived in a English-speaking country
--> They all have higher levels, but in various higher levles!

Danger
The danger is, having native speakers only as "helpers"
--> they should be able to develop their language skills too, eventhough it is maybe the mothertongue

Relevance
Bfs: 5.7 % of the students claim English to be their main language -->
On average, at least one student per class claims English to be their main language.

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What can we do as teachers?
It is necessary for every student to develop advanced language skills and language awareness in their most and best spoken language - especially if their German level is low.

The students have the right to learn together and make progress, but on their own level.

A flexible programm or teaching model which allows differentiation is needed. Since the shift towards independent, individual learning becomes more and more common, native speakers` needs can be met more easily.

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How to find appropriate tasks?
If you want to give native speakers appropriate tasks, you can use a english curriculum like the "Massachusetts Curriculum Framework for English Language Arts and Literacy", where besides the guiding principles you can also find specific goals for your grade.
OR
Just adapt some LP21 German competences to English.

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Working with / for the class
- In group work: let the native speakers be writers, mediators or the ressource person with the dictionary
- Only monolingual dictionaries
- Handouts with less / no language support (no model sentences, more gaps, extra writing activity, etc.)
- Inventing sentences including target vocabulary --> for the whole class (memory cards)
- Read aloud and record a story / an article --> listening exercise
Presentation of a nurseryrhyme, a song, a tradition, ...
- No language support in their field of view

Working individually
- Supplementary materials --> websites!
- Read books and write reviews
- Work on computer for 1 lesson per week
- Connection with NMG --> glossary, researches

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Guidelines

Guiding Principle 1

Students should receive explicit instruction in skills, including phonics and decoding. Explicit skill instruction is especially important in narrowing opportunity gaps.

Guiding Principle 2

To become successful readers, students need to develop a rich academic vocabulary and broad background knowledge.

Guiding Principle 3

Educators should help students develop a love of reading by:

• Selecting high-quality works of literature and nonfiction.

• Reading aloud in class.

• Providing students with ample opportunity and encouragement for sustained independent reading, both for school and on their own.

Guiding Principle 4

Students should be exposed to complex and challenging texts at their grade level and above, with extra support and scaffolding as needed, reflecting high expectations for all students.

Guiding Principle 5

Students should read a diverse set of authentic texts balanced across genres, cultures, and time periods. Authentic texts are intact and unadapted texts in their original complexity; they are texts composed for purposes other than being studied in school.

Guiding Principle 6

Students should have frequent opportunities for discussing and writing about their readings in order to develop critical thinking skills and to demonstrate understanding.

Guiding Principle 7

Reading well-crafted texts is an essential foundation for developing effective writing skills.

Guiding Principle 8

Developing the ability to write well demands regular practice across multiple forms and genres of writing and opportunities to write for a variety of audiences, including expository, analytical, persuasive, narrative, and creative writing, as well as explicit instruction in vocabulary and standard English conventions.

Guiding Principle 9

Educators and families should view each other as resources who are both invested in supporting students’ skills in reading, writing, speaking and listening.

Guiding Principle 10

Social and emotional learning can increase academic achievement, improve attitudes and behaviors, and reduce emotional distress. Students should practice recognizing aspects of themselves in texts (self-awareness), struggling productively with challenging texts (self-management), tailoring language to audience and purpose (social awareness), grappling vicariously with choices faced by others (responsible decision making), and collaborating respectfully with diverse peers (relationship skills).

Guiding Principle 11

Educators should select works of fiction and nonfiction that instill in students a deep appreciation for art, beauty, and truth, while broadening their understanding of the human condition from differing points of view. Reading, discussing, and writing about high-quality prose and poetry should also help students develop empathy for one another and a sense of their shared values and literary heritage, while learning about who they are as individuals and developing the capacity for independent, rigorous thinking.

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I had already struggled with the problem of "native speakers in the classroom" during the QP. At that time I had about 8 native speakers in the class, whom I could not support with the curricular material. So I was already looking for websites with good tasks or other ideas.
I used the SOL assignment to learn more about the theoretical background. However, I was surprised to find fewer sources on this topic. I searched for internet sources but also articles and books. Until I came across the article by L. Loder Büchel. This gave me a helpful overview of the problem.

I was surprised that there is one child per class who mainly speaks English. However, this also explains why I had so many natives in the QP :)

In any case, I think it is important and necessary to support the natives in a class and to know how to deal with them. I think it's a shame when the natives are simply used as helpers and can't develop their skills.

During my research, I realized: When I’m learning a new language, I often transfer knowledge about my L1. Thinking about the foreign language, I always compare it with the one I speak best. I can remember words more easily if they have parallels with my L1. With grammatical structures too, I divide structure in the two categories “similar to L1” and “different from L1”.

So, if students, who are native English-speakers can’t develop a broad knowledge about their L1, it could also be a lot harder for them to learn foreign languages.

Therefore, I want to include appropriate materials and methods for native or more advanced speakers in my classroom, so everyone of my students can learn on their own level. The tips and tricks and websites I found will sure help me to live up to that goal.

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123homeschool4me.com : free worksheets on various topics (solar sytem, maps, activities, packages, ...)

abcteach.com : worksheets for specific topics / grades, reading comprehensions, texts, ...

pobble365.com : a picture every day (inspiration for writing stories)

funbrain.com : some informative games, some free e-books

classtools.net : crosswords / cloze quiz generator

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Butzkamm, Wolfgang, und Jürgen Butzkamm. 2008. Wie Kinder sprechen lernen: kindliche   Entwicklung und die Sprachlichkeit des Menschen. 3., Überarb. Aufl. Tübingen: Francke.

Chester, Mitchell. 2017. Massachusetts Curriculum Framework for English Language Arts and   Literacy. Malden: Massachusetts Department of Elementary a.nd Secondary Education.

Loder Büchel, Laura. 2010. “A fair deal for all”. English Teaching professional 70: 25-26.

Luk, Jasmine C. M, und Angel M. Y Lin. 2017. Classroom Interactions as Cross-Cultural   Encounters: Native Speakers in EFL Lessons. http://www.myilibrary.com?id=1037830.

Spratt, Mary, Alan Pulverness, Melanie Williams, und Mary Spratt. 2011. The TKT course:   teaching knowledge test: modules 1, 2 and 3. 2nd ed. Cambridge ; New York: Cambridge   University Press.

English in the primary school toolbox: Native speakers