By Sanne, Educational Advisor at Jungle the Bungle
In conversations with schools and teachers, we regularly hear what they run into in practice and what their needs are. Especially regarding Dutch as a Second Language (NT2), we receive many questions about how to help pupils actually use words they are practising. In this blog, we share practical ideas that you can apply directly in the classroom.
In Jungle the Bungle, pupils practise new words through play. They hear words, see what they mean, pronounce them and encounter them again during various minigames.
Of course, language learning does not stop when the app is closed. By having words reappear outside the app as well, learners are given the opportunity to hear them again in other situations and use them themselves. That does not have to be complicated or time-consuming. A short question after playing, a brief chat with a classmate or a word that crops up again later in the day can already provide a great language moment.
The examples in this blog are focused primarily on Dutch and Dutch as a Second Language (NT2), as we notice that there is a high demand for this among schools. However, the tips are also useful when practising other languages.
Connect with what is going on
Choose words and themes where possible that fit with what is happening at that moment in the classroom, at school or in the pupil's daily life.
Are you working on food and drink? Is it almost autumn? Are you going on a school trip soon? Or do you notice that an EAL pupil needs certain words to be able to join in class?
In Jungle the Bungle you can set themes per pupil. This allows practicing in the app to connect with what is relevant to that pupil at that moment.
Then, have the words recur throughout the day as well. Words about clothing, for example, can be reused when putting on coats, and words about food and drink during fruit break.
2. Talk shortly after playing
Turn the end of a practice session into a short language moment. That only needs to take a couple of minutes. Choose one or two questions and briefly discuss the answer.
For example, ask:
- Which words did you practise today?
- Can you tell me something about one of those words?
- Can you make a sentence with this word?
- Where do you come across this word in daily life?
- Can you point to something in the classroom that matches one of the words?
- Which word would you like to practice again?
A pupil doesn't have to give a detailed answer straight away. Especially with beginner EAL pupils, saying a single word or pointing at something can already be a fine starting point. From there, you can build on it together.
Tip: do not ask all the questions in succession. Choose one or two and build on what the pupil says. This prevents it from feeling like an interrogation and creates a short conversation in which the pupil can actively use the words.
3. Provide the good language example yourself
As a teacher, you can model a lot of language during a conversation, without immediately turning it into a language lesson or a correction moment.
Does a pupil reply with a single word or a short or incomplete sentence? Respond to what the pupil wants to say and immediately provide a good linguistic model in your reply.
For example, a student might say “blue”, then you can reply with: “Yes, your coat is blue.” Says a student “eating an apple”, then you can answer: “Yes, you are eating an apple.”
You thereby confirm what the pupil means and at the same time show how you can use the word in a complete sentence. You can also expand the sentence slightly. By “large dog” could you for example reply with: “Yes, that is a large dog.”
Tip: Not every mistake needs to be corrected straight away. Keep the conversation going and provide the correct language model in your own response. This gives the learner language support as well as space to keep talking.
4. Build the language step by step
Can a pupil name a word? Then see if you can take a next step together based on that word. Not every pupil has to use the same amount of language in the process.
For example:
appeal This is an apple. → I am eating an apple.
jas This is my coat. → My coat is blue.
Next, ask a question that suits what the pupil can already do. That can start very simply: What colour is your coat? or Do you like eating apples?
Can the pupil tell you a bit more? If so, ask further questions: When do you wear your coat? or What other fruit do you eat?
You can help with an opening sentence if needed: My coat is …, I like eating … or In my bag is …
Then, give the pupil enough time and space to answer independently. The goal is not to arrive at a long, correct sentence as quickly as possible, but rather to elicit progressively more language based on what a pupil can already do.
This is how you can tailor the support to the pupil: first demonstrate and help, then gradually give more scope for them to say it themselves.
5. Have pupils practise with each other
You also learn language by using it together with others. Therefore, give pupils the opportunity to talk to each other about the words and themes they have practised in the app.
Include a short task that encourages pupils to listen to each other and respond. For example, have them:
- asking each other a question using a practised word;
- taking turns pointing at, naming or describing;
- describing or acting out a word while the other guesses;
- telling each other about a relatable topic, such as: What do you like to eat? or What do you wear when it rains?
For pupils who still speak little Dutch, it helps to provide language support. For example, give them a sentence starter or a fixed question, such as “I spy…”, “I like ...” or “What do you think of ...?”. This means a pupil does not have to formulate everything themselves and it becomes easier to join in the conversation.
Tip: Taking part does not immediately have to mean that a pupil talks a lot. Listening, pointing, acting out or responding with a single word can also be a first step. Gradually give the pupil a bit more scope to formulate things themselves when they are able to do so.
6. Revisit words throughout the day
Practising language doesn't always have to be a separate activity. In fact, all sorts of natural moments arise during the school day to hear words again and use them.
Has a pupil practised words relating to food? Bring them up during fruit break. With words about clothing, you can ask a question while putting on coats. Words about nature can be renamed and used again outside.
In doing so, pay particular attention to what is happening that day. A PE lesson, a birthday, a trip or an activity in the classroom can provide a great opportunity to reuse words a pupil has practised.
For ESOL learners, for example, this is a great way to connect words they are practising to situations in which they need Dutch.
Keep it small
You do not need to make extra language lessons out of these tips. It is precisely small language moments that are easy to weave into the school day.
For example, try:
10 minutes of play → 2 minutes of debriefing → consciously continue using 1 word
Or choose a few words from the theme that you consciously bring up again that day.
The most important thing is not that you do everything at once. Give pupils multiple opportunities to hear words again, understand them and use them themselves.
And the other languages?
In this blog we deliberately use many examples from Dutch, because we notice that schools particularly need practical tools for EAL (English as an Additional Language) pupils. The basis of these tips is also useful when practising English, French and Spanish: present words in a meaningful context, have them recur regularly and give pupils opportunities to use the language themselves.
Whichever language a pupil is practising: connect with what is going on, have words recur and create moments where pupils can use the language themselves.
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