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. 

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

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

 

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

 

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. 

 

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. 

 

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. 

 

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

 

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

 

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. 

 

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

 

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). 

 

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.