Introduction and Background
This case study focuses on learners at LCF in Language Development, which aims to support speakers of English as an additional language. However, first language (L1) English students also find it useful for communicating at an advanced academic level. I aim to address diversity of linguistic and communicative ability as well as cultural and neurological diversities. My approach in general is based on the paradigm of communicative language teaching (Nunan, 1991) and although this can be interpreted to mean a variety of strategies (Thornbury, 2016), this has been the architecture of my prior teacher training (CELTA and DELTA- see appendix for acronyms) and practice.
Evaluation
My strategy currently relies on assumptions about providing a range of tasks (in a range of media) – which have differentiated points of production (even to the extent that learners may not do the tasks at all and simply observe others doing it). Peer learning leverages the knowledge and skill of the L1 learners. I draw on a mediation between what Vygotsky (1987) defines as the more knowledgeable other (MKO) and the zone of proximal development (ZPD) for the learner (a space in which I also facilitate scaffolding). I aim to foster a community of practice and learning based on the assumption that all knowledge acquisition begins through engagement in social interaction (Wenger, 2000). This approach is easier to measure regarding specific speaking lesson aims than it is for academic research and writing lesson aims.
Moving Forward
The media for materials is predominantly digital, however responding to feedback from peer observation regarding accessibility, I have increased haptic tasks that can also be done with paper handouts and whiteboards. Rather than black and white on slides and materials, I use pastel colours and avoid contrast issues (BDA, 2023). Despite dyslexia being the most common specific learning difficulty, intersectionality makes it difficult to differentiate dyslexia from other general learning issues and to design effective strategies for different cultural contexts (Davies, 2022). The multilingual classroom presents challenges for teaching and learning in respect of dyslexia in the context of a ‘super-diversity’ of learning needs (Peer and Reid, 2016), where data on students is not always available or reliable.
Aside from development of reading and writing skills, students also need to develop their interactive speaking and listening skills for seminar work (this has been identified by both learners and course leaders). My approach to this is to scaffold conversation by allowing space for preparation thinking time (Kerr, 2017), but also by making learners cognizant of cultural differences in turn taking (Frendo, 2005, pp.115-116) and allowing them to reflect on the possible impacts for intercultural communication.
Figure 1. Selected Lesson Slides using text and diagram (source: Frendo, 2005, p.117)
Learners then have the opportunity for semi-controlled practice in pairs before freer practice in a larger group. – Feedback from observation (see appendix) of this approach reports that:
L1 students were first to speak, but the L2 students were paying close attention and soon joined in. The L2 students brought their cultural perspectives, and experiences of the global fashion market into the discussion. The conversation grew organically, everyone participated, and it is clear that they had grown in confidence and conversational ability thanks to tasks. (see Appendix 2)
This is a procedure which I aim to employ and test for efficacy with other Language Development groups. Regarding reading and writing tasks, deciding which strategy to use and when (Deunk et al., 2015) and not knowing which combination of students will be in each (non-compulsory) session presents the differentiation problematic, and a strategy for mediating the issues of complexity raised above (Davies, 2022; Peer and Reid, 2016) needs to be developed through further research of literature and more accurate profiling of learners, which can more effectively identify complex needs.
Action Points:
What: 1:Trial this lesson approach with Bsc_Msc_Fashion Management class- (gather feedback from observation). 2: Implement this lesson approach with new groups April May – and 3: with all groups for new academic year
When: 1:January (February) 2025, 2: April/May 2025, 3: October/November 2025
What: Gather data from admissions and course leaders on neurodiversity of students who may attend my classes in new academic year – and design lessons to support these students.
When: September 2025
Appendix 1: Acronyms:
CELTA- Certificate in English Language Teaching to Adults
DELTA – (Level 7) Diploma in English Language Teaching to Adults
Appendix 2: Peer Observation Notes
References
BDA _British Dyslexia Association (2023) Creating a dyslexia friendly workplace. Available at: https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-friendly-style-guide (Accessed: 20.02.25)
Deunk, M., Doolaard, S., Smale-Jacobse, A., and Bosker, R. J. (2015) Differentiation within and across classrooms: A systematic review of studies into the cognitive effects of differentiation practices. RUG/GION
Frendo, E. (2005) How to Teach Business English, Harlow: Pearson
Kerr, P. (2017) ‘How much time should we give to speaking practice?’ The Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press.
Nunan, D. (1991) ‘Communicative Tasks and the Language Curriculum.’ TESOL Quarterly. 25 (2): 279–295. Available at: doi:10.2307/3587464. JSTOR 3587464. (Accessed on 20.02.25)
Thornbury, S. (2016) ‘Communicative language teaching in theory and practice.’ In Hall, G. (ed.) The Routledge Handbook of English Language Teaching. Abingdon, Oxon.: Routledge, pp. 224–237.
Wenger, E. (1998) ‘Communities of practice: Learning, meaning and identity.’ Journal of Mathematics Teacher Education 6(2):185-194 Available at DOI: 10.1023/A:1023947624004 (Accessed 23/02/25)
Vygotsky, L. S. (1987) ‘Thinking and speech’. In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York: Plenum Press. (Original work published 1934.)