Language Support Program

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Module 4: Teaching Strategies for Students with Language Difficulties

 

Introduction

The Language Support Program Professional Learning Guide has been developed to assist teachers, coordinators and school leaders understand about language, language disorders and language difficulties, and how the ICPAL oral language framework can guide a Language Support Program. [1]

This is the fourth learning module within this Professional Learning Guide. It comprises three sections that address the following key questions about the school-based support of students with language difficulties:

  • How can the ICPAL language framework be used to develop teaching and learning approaches and activities?
  • How do principles of oral language teaching fit within broader system-wide principles of teaching and learning?
  • What kind of learning environments and practices will most suit students in need of support?
  • What curriculum support materials have been produced that can be used and/or adapted to meet the needs of students in a Language Support Program?
  • Are there specific teaching strategies suited to the needs of students with language difficulties in the Early Years and the Middle Years of Schooling?

 

Prerequisites

It is expected that participants will commence this module after completing at least Modules 2 and 3. [2]

 

Outcomes

Learning outcomes are identified at the beginning of each module. They apply to all the sessions in the module. Learning outcomes will usually be met by engaging with the content of the module and completing relevant learning opportunities identified.

By the end of Module 4, you will be able to:

  • develop a learning environment that meets the needs of students with language difficulties
  • be aware of a range of teaching approaches and strategies
  • use and adapt curriculum support materials to meet the needs of your students
  • recognise and use in Early Years and Middle Years classrooms authentic teaching and learning strategies to support students with language needs.

Timing

For the benefit of users engaging with a module within a self-paced or collegiate professional learning program, an indicative timing is provided at the start of a module and of a session. This timing suggests how long it should take to complete the module or session. Additional research and practical classroom-based activity is not included in the timing suggested.

Timing

 

Resources

Recommended resources are always specified at the start of each section of a learning module to allow participants to source a resource before the professional learning begins. Resources follow a predictable numbering system (e.g. in 'Resource 4.1', the first numeral identifies the module and the second numeral identifies the number of the resource within the module).

Videos

The videos that accompany this resource provide a brief introduction to each module. The purpose of these presentations is to provide background to the concepts introduced in each module, illustrate classroom practices and assist school-based Language Support Program Coordinators to facilitate the implementation of the Language Support Program in their schools.

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Glossary of key terms

Key terms used are usually included at the start of a session, and as a hyperlink to the glossary on the first use of the term. 

A complete list of key terms used in the learning modules of the Language Support Program Professional Learning Guide is included in Appendix 1.

 

Footnotes

[1] A detailed description of the purpose and content of the LSP Statewide Resource is included in the Teacher Guide section of the resource.

[2] Indicative learning pathways through the learning modules for a range of users (e.g. teachers, coordinators, LSP assistants, school leaders, parents, community members) are identified in the Teacher Guide section of the resource.

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