Transfer of Skills in the Primary Language Curriculum
Section 6, The Primary Language Curriculum in Practice, states that a focus on the transfer of skills enables "...children to make connections between languages and develop an awareness of how languages work" (NCCA, 2019 p. 43). This e-bulletin will explore how the transfer of skills can be used support children's language learning, both in English, Gaeilge and other languages.
“…learning efficiencies can be achieved if teachers explicitly draw children’s attention to similarities and differences between their languages [...] This type of pedagogy should be an integral part of an integrated language curriculum". (Ó Duibhir & Cummins, 2012 p.92)
What is the Transfer of Skills?
The vast majority of children can speak at least one language on commencing school. This ability in one language affects how they will learn subsequent languages. Teachers can capitalise upon this knowledge to support the teaching and learning of other languages.
The visual metaphor of the iceberg helps us to understand the Transfer of Skills. Underneath the surface of the iceberg, the common features of language are present. For example, the idea that sounds are represented by letters or that words can be broken up into syllables is a feature that is common across both English and Gaeilge. On the peaks of the iceberg, the similarities and differences of languages are visible. For example, b says /b/ like in the word 'ball' in English. In Gaeilge deir b, /b/ ar nós 'bosca'. Furthermore, ch says /ch/, like in the word 'chair' however, in Gaeilge it is different if we consider the word 'chonaic.' Although it is appropriate to maintain a separate space for each language, it is also important to teach for transfer across languages by drawing children’s attention to similarities and differences between the languages that they are learning.
Transfer of Skills - What does it look like?
Similar to the image of the iceberg above, the infographic below details some of the key literacy skills that can be transferred between languages.
While we need to consider the similarities, it is also important to be aware of the differences that exist between languages. Below, you will find a list of areas that are distinct to Gaeilge and English and you may find this useful when considering and preparing to teach for the transfer of skills in your classroom.
Below is a video of Róisín explaining her thought process and the development of the transfer of skills in her classroom. She makes specific reference to the Learning Outcome of Vocabulary/Stór Focal in English and Gaeilge.
In the video below, we see Aoife teaching for the transfer of skills with a particular focus on Phonological Awareness. The explicit teaching of specific phonological awareness skills, like rhyme, syllables and sentence segmentation were skills that were well developed in English and had been explicitly taught in the weeks prior to the video. When considering the transfer of skills in your classroom, it is important to remember that children need to develop the language skills in their first language before teaching for the transfer to a subsequent language.
This type of language awareness approach helps children learn skills that they can apply to the learning of third and fourth languages in the future. Thus children are not only learning Irish; they are also learning how to learn languages" (Ó Duibhir & Cummins, 2012).
Comprehension/ Tuiscint
Teaching comprehension strategies is an area of English that supports pupils' reading development. Once children have experienced and developed proficiency in a comprehension strategy in one language, this skill can be transferred to subsequent languages.
While there may be some translation required, it is important to remember the explicit focus is on how the skill transfers as opposed to translation. This does not necessarily mean that children will be engaging with identical activities or resources in English and Gaeilge. One common misconception is that children need to be able to complete tasks at the same level as they would in their first language. As a teacher, it is important to adjust the levels of expectation for the children in your class. You may also find that they answer in their first language! The focus, particularly in the early stages of teaching a skill means that children may find it easier to answer in their first language. As teachers, it is important that when this does occur, that we recast answers for children in the target language.
The use of images can be used to support children's development of the comprehension strategies. In the task card below, you will find suggestions for how you can use images to develop the comprehension strategy 'Making connections' and also 'Ceangail a dhéanamh'
Using the same/similar graphics and graphic organisers scaffolds the children when transferring the strategy from one language to another. However, the level of expectation may differ regarding the response. For example, draw, draw and label, draw and add a sentence.
Tá nathanna úsáideacha ar fáil anseo chun na straitéisí a fhorbairt. You will find suggestions here for the language that may be used by the teacher and then typical responses that could be explicitly taught to children for each of the comprehension strategies listed in the PLC.
Genre/Seánra
Classroom activities focused on writing genres, such as reports and recounts, present valuable opportunities for teachers to engage children in purposeful writing in Gaeilge. By teaching the language specific to these genres, children can become proficient in them and transfer their skills to writing in Gaeilge.
Take a look at how Sinéad teaches Insint/Narrative to her fifth and sixth class. You will notice that she focuses on specific language features of the genre as well making clear how the structural features of narratives are similar across languages. As English is the first language for all the children in the class, there is a strong focus on oral work and the expectation for the children is matched to reflect their ability.
Check out this padlet, which is your one stop shop for the language of the genres, activities and resources to support you in teaching the genres to your class as Gaeilge. Bainigí triail as!
Fluency and Self Correction/Líofacht agus Féincheartú
Reading fluency is a key component of successful reading and is essential for comprehension (Kuhn, Rasinski & Young, 2019)
We are able to identify fluent readers when we hear them but what precisely is fluent reading? Fluent reading, the hallmark of proficient readers, involves reading accurately, at an appropriate pace while using meaningful expression. Fluency has three dimensions, accuracy, automaticity and expression (Kuhn, Rasinski & Young, 2019). Once the children are competent and confident with the skill of fluency in their English reading, they can then transfer this skill to their Irish reading.
Identity Texts
Identity texts are creative pieces of text. Culturally and linguistically responsive texts can improve academic achievement and promote a sense of self-worth. They can be take various forms e.g. written, spoken, signed, musical, dramatic, images, video, multimodal representations, etc. Children come to school with particular ‘Funds of Knowledge and Identity’ (Esteban-Guitart and Moll, 2014). Students can draw on these competencies to enhance engagement and support learning. Identity texts invite children to showcase their full linguistic repertoires. Identity-affirming literacy engagement leads to literacy achievement, and can help pupils to understand their life experiences and learning capabilities (Cummins and Early, 2011).
The concept of Transfer of Skills is inclusive; it can include home languages, heritage languages, languages of interest and the languages of the school.
Ar scáth a chéile a mhaireann na teangacha!
Téacsanna Féiniúlachta
Is éard atá i gceist le téacsanna féiniúlachta ná píosaí cruthaitheacha téacs.
Féadann téacsanna atá freagrúil go cultúrtha agus go teangeolaíoch gnóthachtáil acadúil a fheabhsú agus féinmheas a mhéadú. D’fhéadfadh téacs scríofa, téacs labhartha, teanga chomharthaíochta, ceol, drámaíocht, íomhá, fís, léiriú ilmhódach, srl. a bheith i gceist. Cuireann téacsanna féiniúlachta fáilte roimh pháistí a stór iomlán teangeolaíoch a chur i láthair. Nuair a dhéantar idirghníomhaíochtaí litearthachta a chothaíonn féiniúlacht an pháiste, cuirtear lena g(h)nóthachtáil acadúil, sa chaoi is go gcabhraíonn sé le páistí a dtaithí saoil agus a gcumas foghlama a thuiscint. (Cummins agus Early, 2011).
Is coincheap ionchuimsitheach é an tAistriú Scileanna; féadtar teangacha baile, teangacha dúchais, teangacha spéise agus teangacha na scoile a chur san áireamh.
Top Tips for Teaching the Transfer of Skills
In the video below, a group of teachers give their top tips that will support the teaching of transfer of skills.
In the video below, Sinéad details that by engaging with the strands of language (Léitheoireacht, Scríbhneoireacht agus Teanga ó Bhéal) in an integrated way, it creates a more meaningful and holistic experience to explore the transfer of skills.
References
Cummins, J. (1981). Empirical and Theoretical Underpinnings of Bilingual Education. Journal of Education, 163(1), 16–29. https://doi.org/10.1177/002205748116300104
Cummins, J. & O’Duibhir, P. (2012). Towards an Integrated Language Curriculum in Early Childhood and Primary Education (3-12 years)
Cummins, J. & Early, M., (Ed.) (2011). Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Trentham Books Ltd.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31-48.
Kuhn, M., Rasinski, T., & Young C. (2019). 'Best Practices in Fluency Instruction' In Morrow, L. & Gambrell, L. (6th Ed). Best Practices in Literacy Instruction, New York: The Guilford Press
National Council for Curriculum and Assessment [NCCA], (2019). Primary Language Curriculum/ Curaclam Teanga na Bunscoile. Access at https://curriculumonline.ie/Primary/Curriculum-Areas/Primary-Language/
Credits:
Created with images by onephoto - "HELPFUL TIPS CONCEPT" • Ben White - "untitled image"