‘Rehearsal Time’ EAL Strategy: Explanation and Rationale
Stage fright is a common enough anxiety among the general population.
Many people dread the thought of having to speak in front of a crowd, let alone having to recite passages from memory.
For some, the apprehension that comes with being asked to present to others – be it at school, at work or elsewhere – can be immobilising.
For others, the task is not easy, but they soldier on regardless and are relieved to reach the end, upon which they hasten from the limelight as quickly as possible.
Rehearsing is one of the best ways to overcome the anxiety that can accompany speaking in public.
A fact to which every great actor (and the not-so-great ones) would attest.
By practising what you intend to say, the act of saying it becomes easier.
There are a few reasons for this.
First, rehearsing gives you the opportunity to go over your thoughts and to experience the speaking of them.
This means the public act is a repetition, rather than a first time.
Second, and linked to this, is the point that having attended to the nature and content of what you intend to say, the brain does not have to attend to the ordering of thoughts upon the saying of them.
The hard work has been done already, giving more space to think about the other things that are going on.
Finally, familiarity breeds confidence.
Rehearsal before the event means the event is not unique. It is no longer a one-time occasion that will succeed or fail.
Instead, it becomes just another opportunity to articulate what you have already been over. And you tend to feel more confident as a result.
All of this is apt for EAL learners speaking English in your lessons. Here are some examples of how you can support them.
Rehearsal Time: Example One
Let EAL learners know in advance when you will come to them for answers.
For example, you might talk to them about the plenary before introducing it to the rest of the class and give them extra time in which to think about and practise their response.
This method helps EAL learners to take part in activities and speak publicly in the classroom.
It acknowledges that they may need additional time to formulate and prepare their answers and gives them the rehearsal space to order and articulate their thinking.
Rehearsal Time: Example Two
When setting your whole class a question, such as during in a discussion, give everybody time in which to rehearse their answers.
This might see you posing the question and then asking everyone to discuss their thoughts in pairs before practising a final, succinct answer ready to share with the whole class.
Here, everyone is given the opportunity to rehearse, including your EAL learners.
Everyone feels the benefit, and your EAL learners get extra space in which to practice their speaking, without feeling they are being asked to do something different from their peers.
Rehearsal Time: Example Three
When learners are engaged in a task, work individually with your EAL learners.
Speak with them about the topic of study and ask them questions that you will later ask the rest of the class.
Once your EAL learners have talked their answers through with you, ask them if they are prepared to share them in the whole-class discussion that is to follow.
Even if they are not, you could recount their ideas on their behalf, praising them in the process. Which will almost certainly help develop their confidence and sense of belonging.
