Teaching skills for teachers - Knowing your language learners

Beginners may have no knowledge of BSL or they may know a few basic signs and how to fingerspell the alphabet. They may come from families who speak more than one language or they may have learned a European language at school, but for some students learning BSL may be their first experience of learning a new language.

Learning in a "silent" classroom may also be a new experience. These learners are motivated to learn but will need to constructive criticism encouragement and praise. They will need language modelling, especially when learning to use non-manual features.

Teachers must build repetition into activities and create opportunities for learners to communicate in small groups and pairs. Giving beginners individual attention will help establish new language forms. The syntax of their first language will influence their BSL and their receptive understanding will be beyond their ability to express BSL.

The content of learning sessions should be based upon new vocabulary with minimal grammar training. Beginners will benefit from learning experiences using videos or CDs of BSL. Filming themselves will promote their progress and give them a record of their learning.

Intermediate students although needing all of the above will be transferring to BSL syntax while consolidating a wider relevant vocabulary within their expressive BSL. They will begin to develop grammatical features such as directional verbs and placement and they can expand their vocabulary and need opportunities for communication using authentic language. Again filming and video work will aid their progress.

Advanced learners require extensive sophisticated vocabulary and need exposure to BSL users either through videos/CDs or by having the opportunity for direct communication. They must lean to correct their own language patterns. The BSL teacher is responsible for teaching authentic everyday language as well as formal technical, or specialised, vocabulary. These learners will be able to analyse grammar and begin to study linguistics.

Teaching activities must reflect preparation for formal assessments and achievement of recognised qualifications.