Multilingual classrooms


The CAPS places an increased emphasis on assisting learners to acquire the LOLT. In addition, they may not have support in the LOLT at home. Some suggestions for dealing with this disadvantage are: • having some learning materials, for example, charts, posters, etc., in other official languages that will assist with vocabulary for key terms


• having a dictionary of key terms and phrases in the dominant home language


• developing a “dictionary” of essential classroom words


• asking another child in the class to translate, if possible.


Remedial work


You may have learners in your class who will need special attention. For example, some learners may be reading at a level that is a grade or two below the level that they are in. These learners may have learning disabilities, like dyslexia, or they may just need additional support so that they can catch up with the other learners.


Remedial oral work


Read stories and other texts to these learners every day, even if it is only for a few minutes. Then talk about the stories. Teaching the learners additional rhymes and songs is an excellent way of helping them to understand and use the rhythms and sounds of English.


Remedial reading


Borrow copies of readers from lower grades. Work with learners for a few minutes every day and encourage them to read as many of these easier books as they can. Teach them phonics, decoding and word attack skills. Remember that everyone can learn to read if they are given the opportunities to do so.


Remedial writing


Learners will need extra practice and lots of encouragement. For example, help them to write about a familiar story. Write the beginning of a sentence and let them complete the sentence, or take turns to write sentences.


Practical guidelines for inclusive teaching


Below are some suggestions for creating an inclusive teaching environment: • Have a true understanding of each learner’s background, strengths, unique abilities, needs and barriers. Use this information to inform your planning and give a clearer focus.


• Remember that the teacher is a facilitator of learning.


• Keep the content and material as relevant as possible.


Learners with physical disabilities


Remember to accommodate learners with physical disabilities in the following ways:


• Learners in wheelchairs or with walking aids should be placed close to the door of the classroom.


• Visually impaired learners can be placed at the front of the classroom to be able to focus on the teacher and on the board when necessary. All material can be provided to the learner in a larger font to enable them to be able to see the words clearly. Fonts used in the classroom should be simple, clear fonts to promote readability. Visual images can help to facilitate understanding.


Creating an inclusive environment


Creating an inclusive educational environment is about celebrating diversity amongst learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike and all children can learn. Most children with barriers to learning are


accommodated in ordinary schools. Frequent causes of barriers to learning include:


• disability, e.g. visual or hearing impairment, speech and language difficulties, intellectual or physical disabilities, psychological disorders and neurological disorders


• language and communication, e.g. a different home language to the Language of Learning and Teaching


• lack of parental recognition and involvement • socio-economic factors, e.g. lack of exposure to reading material or numerical concepts, poor self-image, absentee parents, parental alcohol or drug abuse, violence and abuse at home, parental mental illness, late school enrolment, etc.


• attitudes, e.g. discriminatory attitudes, labelling, discouragement, etc.


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