Teaching children to read, and talk

One of the key aspects of teaching Year 1 anywhere in the world is most likely to be teaching children to read. This was definitely the case in Finland, where during my two years of teaching, I was able to teach in my mother tongue, children to read in their mother tongue, since majority of the children I taught had Finnish as their first language. Also the children in my classroom back in Finland were ready and eager to learn to read at the age of 7 and had been exposed to the language for their whole life. Many of them already read by the time they stepped into my classroom. Without sounding too naïve, I dare to say that teaching children to read in those circumstances was relatively straightforward.

Now let me give you a short summary of where I found myself after I relocated to the UK. I now teach in my second language a group of children of whom majority did not speak English as their first language either. The children are two years younger, had not been exposed to one culture and language for the first years of their lives but instead often to a mix of cultures and languages. I teach them a language (English) that by all measures is very demanding phonetically.

No wonder, teaching children to read in my new job turned out to be a bit trickier than in Finland.

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Welcome to the world of Phonics

I hear sounds in my head. Letters float around in the air in front of my eyes and anytime the bump into each other, they make a sound. Ay, oy, ar, ow, ey.

I wake up and I immediately feel restless. Another dream about sounds. I sit up although it’s way too early to wake up and think about what is happening. Words in English that once seemed so simple now haunt me. I search for the correct sounds day and night. I draw buttons and boxes to try to make sense of the words in a way I had never before. “Welcome to the world of Phonics!” I say to myself before laying back down hoping to get some more rest.

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