Foreign-speaking students in elementary school: 'Look at what cán be done'

"If this simple communication does not yet work well, body language also reveals a lot. Does a student walk with his ears between his shoulders, does he make little nonverbal contact and is he very self-centered? Then you know things aren't going well."

"But body language can sometimes be misleading: it happens that students may look very angry on the outside, but in reality are scared, and cannot control their emotions. Nothing is what it seems, so always try to ask about a student's feelings. We get a lot of training on this type of behavioral issue."

Is it convenient to use translation apps for communication?

"It's a luxury these days to have access to all kinds of translation apps. Especially in the beginning, it's a lifesaver. Even if you know that a student is only staying in the Netherlands temporarily, the translation app can be a solution. But if a student stays in the Netherlands permanently, at some point you have to stop translating, because the knowledge of the native language does not develop any further. For example, you only learn the word ‘divider’ in upper secondary school, and then you never learned that word in your native language."

How do you inform fellow students when a non-native child enters the classroom?

"Not only as a teacher is it exciting to have foreign-language students in the classroom, it is also exciting for fellow students. Prepare students for the arrival of a non-native student. Explain that the new student does not speak Dutch, and that you all need to help him a little with that. Say that it is also exciting for the new student and possibly assign a buddy. That way the new student has someone he can fall back on."

"Students among themselves often get along very well with non-native students. So as a teacher, don't worry too much about that. Children have very little trouble with non-verbal communication. You also see that when Dutch children end up on a French campsite: they quickly make friends with non-native speakers."

How do you involve the non-native learner in the lessons?

"If the basic needs are met, you want to involve the learner in the lessons. Of course you want the students to start learning the language, but you can't make them do that all day. Moreover, the student learns the language all day long: simply by hearing the language and communicating with classmates. Especially in gym and drawing class, there is a lot of learning opportunity, because a lot of communication takes place there."

"In regular lessons, it is important to recognize the disparity between Dutch-speaking and non-Dutch-speaking students. Therefore, differentiate: is the history lesson too difficult? Have the non-Dutch-speaking student draw a picture about the subject and have him write five Dutch words to go with it. It happens that the Dutch-speaking students find that unfair, but often they understand."

"You can also choose to have the foreign-language student work on the same level, but in his/her own language. If necessary, have it translated afterwards using the Internet. Be creative, but don't overdo it. And accept that they can't participate right away. That's normal. But keep looking at what cán be done."

"Also look at what teaching materials already exist within your school before developing your own assignments. That takes an unnecessary amount of time. Someone who is literate in a script other than Latin has yet to learn to write using our alphabet. To practice that, you easily grab a writing notebook from grade three. That way they can practice independently."

What are typical pitfalls of teachers with foreign-language children in the classroom?

"You often see that a teacher is too eager for a non-native student to immediately join the curriculum. It is often well-intentioned, but they make it much too difficult for themselves as a result. Don't set too high standards for yourself, as well as for the student. Look at what a student can do, just as you do with Dutch-speaking children."

"In addition, you often see teachers showing avoidance behavior. They find it challenging to help a foreign-speaking student and are therefore reluctant. This is nothing to be ashamed of, because many colleagues will feel the same way. So make it discussable and start talking about it in the teachers' room. That way you can learn from each other."

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We hope that after reading this article you know how to help your non-native students. Want to read more on this topic? Check out the other articles in the NT2 file NT2 for Children.