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It highlights that young learners must develop literacy while building proficiency in a new language through meaningful conversation, reading, and writing. Drawing on limited research, the study describes effective practices from Reading Recovery Teacher Leaders and offers classroom strategies centered on assessment, oral-language monitoring, and instructional planning to extend each child’s language competencies.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-english-as-an-additional-language-learners-a-sea-of-talk-jennifer-flight/595982/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-english-as-an-additional-language-learners-a-sea-of-talk-jennifer-flight/595982.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why is conversation important for young EAL learners?","Question",{"text":111,"@type":112},"Conversation, reading, and writing all contribute to language learning. Teachers need strategies that help students engage in meaningful conversation while also developing literacy skills.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does the paper suggest teachers do to monitor oral language?",{"text":116,"@type":112},"Teachers should observe spoken language closely, even though it can’t be seen. The paper proposes ways to make the child’s oral language more visible through structured observation and assessment.",{"name":118,"@type":109,"acceptedAnswer":119},"How can assessment tasks support instructional decisions?",{"text":120,"@type":112},"Early reading and writing measures in English can screen young EAL learners. Specific oral-language tasks help teachers understand changes in language structures and decide when a child needs additional language development and enriched oral interactions.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},595982,1792082227,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":46},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Supporting English as an Additional Language Learners: A Sea of Talk  \nJennifer Flight  \nEnglish as an additional language (EAL) learners are increasing in Manitoba. They currently comprise 14% of our grade 1 population (A. Matczuk, personal communication, August 4, 2016), which translates to about three students per classroom. These young learners are “trying to master academic skills, including initial literacy, in a language in which they do not have full proficiency yet” (Rodriguez-Eagle & Torres-Elias, 2009, p. 53) . Teachers need strategies to help these students engage in meaningful conversation in a new language, in addition to learning to read and write.  \nResearch on the teaching of young EAL learners is limited (August & Shanahan, 2006; Espinosa, 2010) . To learn more about supporting students and teachers, I undertook a study to identify effective teaching practices used in individual lessons by experienced Reading Recovery® Teacher Leaders. Reading Recovery is an early literacy intervention that provides one-on-one teaching to grade one children who are most at risk in literacy learning , but I believe some of the techniques can be applied by the classroom teacher in whole-class, small-group, and individual instruction. My recommendations include what teachers can do to understand each child’s current ability to use language and how best to teach with a focus on assessment.  \nIn Reading Recovery lessons, teachers support language development through the literacy tasks of reading books and writing stories. Engaging in conversation, reading, and writing all contribute to language learning. Rigg and Allen (1989) explained, “Writing, speaking, listening, and reading all nourish one another; we don’t wait for mastery of one before encouraging developments of the other three   They need not be fluent English-speakers before they can write and read” (p. xiii) . Both Reading Recovery lessons and early years classroom instruction bring together the tasks of speaking, reading, and writing. The question is, what can teachers do to enhance instruction in order to support the needs of the child as a language learner?  \nRecommendations for Supporting EAL Learners  \nTeachers need to see EAL students as capable learners, expecting participation in speaking, reading, and writing tasks. Children enter school “with two self-extending systems in place – making sense of the world and knowing how to learn language” (Neal, 2009, p. 105) . EAL children have also learned to make sense of their world through engagement in family and community life. They have learned to speak the language of the home. They are learners.  \nStudying our teaching and decision making with respect to teaching EAL learners can help us to become more effective teachers. The teacher’s understanding of an individual student’s strengths is important. The following ideas may support classroom teachers in monitoring the development of a child’s language competencies, planning instructional opportunities to extend learning, and reflecting on the effectiveness of instructional decisions.  \nMonitor the child’s oral language.  \nTeachers need to be meticulous observers of the EAL child’s spoken language. Observation of spoken language is challenging, because the act of speaking is heard but not seen. Teachers need to become sensitive to the child’s use of language, because “the better the teacher understandshow the child is going about his business of constructing the new language, the more effectively she can support the child’s work – by providing, observing, and responding appropriately”(Lindfors,  \n1991, p. 469) . The following are three ways to monitor a child’s use of language, thus making the child’s oral language more visible:  \n1. Administer and reflect on assessment tasks.  \nEarly reading and writing measures administered in English provide a valid means of screening young EAL learners (Chiappe & Siegel, 2006; Geva, 2000) . Assessment tasks such as An Observation ","cbCaip7dPtxkuqqf","https://ap.wps.com/l/cbCaip7dPtxkuqqf","pdf",473625,"English","# Recommendations for Supporting EAL Learners\n## Monitor the child’s oral language\n## Administer and reflect on assessment tasks","[{\"question\":\"Why is conversation important for young EAL learners?\",\"answer\":\"Conversation, reading, and writing all contribute to language learning. Teachers need strategies that help students engage in meaningful conversation while also developing literacy skills.\"},{\"question\":\"What does the paper suggest teachers do to monitor oral language?\",\"answer\":\"Teachers should observe spoken language closely, even though it can’t be seen. The paper proposes ways to make the child’s oral language more visible through structured observation and assessment.\"},{\"question\":\"How can assessment tasks support instructional decisions?\",\"answer\":\"Early reading and writing measures in English can screen young EAL learners. Specific oral-language tasks help teachers understand changes in language structures and decide when a child needs additional language development and enriched oral interactions.\"}]","Supporting English as an Additional Language Learners: A Sea of Talk - Jennifer Flight | PDF"]