Role-play for children with EAL
Do you think role-play is an efficient, practical and motivational way of supporting English language development in the foundation stage for EAL pupils?
Frost (1993) defines role-play as ‘the chief vehicle for the development of imagination and intelligence, language and social skills in infants and young children’ (Frost, 1993, pg. 48). I agree entirely with Frost’s description of role-play and how important it is to the development of young children, and especially with children with English as an additional language. Children with EAL require the same support as any other child – a non-judgmental, unthreatening environment where they feel confident enough to express their ideas and opinions. However, ‘EAL pupil also have distinct and different needs for other pupils by virtue of the fact they are learning in and through another language’ (South, 1999, pg. 11) - therefore the practitioners have an essential role in ensuring that the children with EAL are given a range of quality and diverse opportunities including role play to develop their English vocabulary.
In my opinion, the effectiveness of role-play to support the development of English as an additional language depends of the awareness of the practitioner and how they provide a ‘safe environment’ (Guilfoye and Mistry, 2007, pg. 7) where a child ‘can practice behaviour without dreading its consequences’ (Csikszentmihalyi, 1981, pg. 14). For many children learning an additional language can be ‘linked to feelings of anxiousness, fear and a lack of motivation’ – however in a ‘safe environment’ (Guilfoye and Mistry, 2007, pg. 7) where the children with EAL are given support and encouragement by the practitioners, there is no pressure in role-play to use the correct punctuation or vocabulary. This perceived freedom from grammatical constraints allows them to explore and ‘experiment with language’ (Guilfoye and Mistry, 2007, pg. 7).
Siraj-Blatchford and Clarke (2000) discuss how when participating in
Frost (1993) defines role-play as ‘the chief vehicle for the development of imagination and intelligence, language and social skills in infants and young children’ (Frost, 1993, pg. 48). I agree entirely with Frost’s description of role-play and how important it is to the development of young children, and especially with children with English as an additional language. Children with EAL require the same support as any other child – a non-judgmental, unthreatening environment where they feel confident enough to express their ideas and opinions. However, ‘EAL pupil also have distinct and different needs for other pupils by virtue of the fact they are learning in and through another language’ (South, 1999, pg. 11) - therefore the practitioners have an essential role in ensuring that the children with EAL are given a range of quality and diverse opportunities including role play to develop their English vocabulary.
In my opinion, the effectiveness of role-play to support the development of English as an additional language depends of the awareness of the practitioner and how they provide a ‘safe environment’ (Guilfoye and Mistry, 2007, pg. 7) where a child ‘can practice behaviour without dreading its consequences’ (Csikszentmihalyi, 1981, pg. 14). For many children learning an additional language can be ‘linked to feelings of anxiousness, fear and a lack of motivation’ – however in a ‘safe environment’ (Guilfoye and Mistry, 2007, pg. 7) where the children with EAL are given support and encouragement by the practitioners, there is no pressure in role-play to use the correct punctuation or vocabulary. This perceived freedom from grammatical constraints allows them to explore and ‘experiment with language’ (Guilfoye and Mistry, 2007, pg. 7).
Siraj-Blatchford and Clarke (2000) discuss how when participating in
References: Bruner, 1983, Child talk Browne, 2007, Teaching and learning communication and language Csikszentmihalyi, 1981, The Meaning of Things: Domestic Symbols and the Self Frost, 1993, Multiple Perspectives on Play in Early Childhood Education Guilfoyle and Mistry, 2007, How effective is role in supporting and listening for pupils with English as an additional language Hughes, 2002, Principles of Primary Education study guide Nemoianu, 1980, The boats gonna leave: A study of children learning a second language Siraj-Blatchford and Clarke, 2000, Supporting identity, diversity and language in early years South, 1999, Working paper 5: The distinctiveness of EAL: A cross curriculum discipline Bibliography Guilfoyle and Mistry, 2007, How effective is role in supporting and listening for pupils with English as an additional language Bruner, 1983, Child talk Nemoianu, 1980, The boats gonna leave: A study of children learning a second language Siraj-Blatchford and Clarke, 2000, Supporting identity, diversity and language in early years Smidt, 2008, Supporting multilingual learners in the early years: many languages – many development children Lightbown and Spada, 2006, How languages are learned Prim, 2010, How to support children learning English as an additional language Vygotsky, 1986, Thought and Language South, 1999, Working paper 5: The distinctiveness of EAL: A cross curriculum discipline Browne, 2007, Teaching and learning communication and language Hughes, 2002, Principles of Primary Education study guide Csikszentmihalyi, 1981, The Meaning of Things: Domestic Symbols and the Self