Most Student/Parent/Teacher Interviews with English teachers include caregivers asking, “How can I help my child with English?” These are our English department’s most common tips.
Research shows that reading and writing are complementary skills. Children who read in English, and read widely, become better readers and writers and more confident speakers of the English language. As a caregiver, you are important to your child as a role model, facilitator, and supporter of their efforts.
Build a climate of words at home
The basis of strong reading and writing in any language is good conversation. To support your child’s English learning, be sure to also speak with them in English. Children grow into stronger control of language when adults share rich conversations about experiences. Ask your child, “What’s something you learned today?” rather than, “How was school?”
Watch for signs that your child is having difficulty reading/writing
Some children don’t like to read because they have poor/worsening eyesight or an undetected learning difficulty. Look for signs that there is a problem and get things checked out by a medical professional. This is especially important if your child has had a concussion as prolonged difficulty reading or focusing and headaches are a common symptom of concussion and post-concussion syndrome.
Let your child often see you write
You are both a model and a teacher. If your child never sees you writing at home, they gain an impression that writing only occurs at school. What you do is as important as what you say. Have your teen see you writing notes, e-mails, lists, etc. and share these with them. Ask for their opinion. If it’s not perfect, making changes in what you write confirms for your child that revision is a natural part of the writing process.
Let your child see you reading (in English)
Again, you are a model for them. Talk to your child about what you are reading. Make regular trips to the public library and read different materials (novels, non-fiction, magazines, poetry, blogs, etc.). Consider a magazine subscription for a gift, or a special trip to the bookstore. Reading in any language will improve literacy skills, but only reading in English will improve the skills specific to the language and literacy structures most used in English-based cultures.
Make reading material easily accessible
Studies show that children who grow up in homes with books have stronger literacy skills and higher overall academic achievement. The public library book sales table, second-hand bookstores, and thrift stores are great places to purchase cheap used books to help build a home library. Include some of your favourite books (even if they’re not in English) and books that reflect your child’s interests.
Make sure your child also has their own public library card so they can access all its books independently; the McGill and Cameron branches of the Burnaby Public Library are easily accessible by transit so teens can visit even when you’re unable to take them. A library card also permits them to access all the free online resources available from BPL, including eBooks, audiobooks, online magazines, online databases, music, and films.
Ask your child what they enjoy reading and encourage the interest
If they don’t express any interest, encourage your child to read a variety of genres (mystery, sci-fi, adventure, etc.) to find what they like best. Just like foods, children will go through phases of welcoming new flavours or sticking with favourites. Many caregivers worry when their child will read only one type of book. However, don’t speak negatively about their choices of book; this is likely to make them read less. Also, don’t insist your child reads what you enjoy, everyone has different tastes. Read your choices where they can see you reacting favourably and share favourite passages with them, but don’t pressure them to read it.
Provide a suitable space for your child to read and write
It should be free from clutter, quiet (away from T.V., stereo, etc.), and consistent. It should be comfortable and have good lighting, and access to a dictionary and a thesaurus (preferably that doesn’t involve a computer device as that just introduces the opportunity for distraction).
Establish a reading time for your child
Many readers prefer to read for 20-30 minutes before dinner or bed, for example. As often as you can, join your child for all or part of this time. Take turns reading to one another. Reading aloud is a vital experience for kids practicing a language. Being the reader uses different skills than being the listener, so make sure they practice both. Ask them to help read to younger family members so you have time to read to your older children.
Be as helpful as you can when your child is reading and writing
Forget whatever negative experiences you may have had in school. Let them read to you and support their efforts to correct spelling, usage, punctuation. Resist temptation to be critical and rejoice in effort and ideas.
Be alert to occasions when your teen can be involved in reading and writing English
Helping with grocery lists, sending holiday/birthday cards, thank you notes, letters, etc. are all supportive of the processes we all want to support. Encourage frequent writing and reading!
Watch educational English television together
These programs can help support English language and literacy development, and provide a great way for both you and your child to learn together. There are many sources available, but generally children’s programming and documentaries are best. Public broadcasters like CBC & Knowledge (Canadian networks) and KCTS & DPTV (American PBS networks) offer a variety of programming for all ages and interests. Many networks offer programming for free online or through their apps as well.
Encourage your student to spend time with native English speakers
They can join teams, councils and clubs at school or community. Volunteering in the community is also a good way to practice their language and communication skills.
Encourage activities that require reading
Cooking/baking requires your child to read recipes; constructing a model car/kite requires him/her to read directions; bird-watching may lead to using a reference book to identify types of birds.
Thank you for your support of your child’s learning!
Prepared by Mrs. B. Mushens and Ms J. Cowley.
Advice for the Caregivers of Advanced Placement Students
Prepared by Ms J. Cowley
While all the above information applies to AP students and their families as well, there are some specific tips that generally apply more often to these students’ learning. If your child is in the enriched program with a view to taking AP, you may already see the need for some of these tips.
Monitor & help them determine appropriate workload
It is not uncommon for AP students (in any subject) to take on additional commitments (e.g. clubs, work, volunteering) and/or to do more than an assignment demands, to the detriment of their sleep, health, and focus. If you notice your child working late into the night repeatedly, talk to them about how they are prioritizing their work. While it’s entirely possible that their workload requires hours and hours daily work if they are in multiple AP courses, it is NOT the case if they are only in AP English. The majority of the course workload is reading, and students can, if they are organised enough, measure this out over reasonable spans of time. That said, many AP students have perfectionist tendencies and this regularly leads to procrastination. Not working consistently on reading or long-term projects (e.g. term paper) will result in very large workloads near due dates.
While checking in on them regularly may seem counter-intuitive given how independent and self-reliant these students tend to be, they do need support putting their situations into perspective; this is a skill that many adolescents haven’t yet mastered developmentally, so the adults around them are vital helpers. Understanding when work is done enough for the requirements or when ‘good enough is good enough’ is a difficult lesson for many of them to learn, but it is vital to prioritizing proactive self- and mental health care; these are skills they will learn best at home and will rely on after graduation, especially if they are leaving home to attend university.
Help to plan opportunities for recharging & fun
Along with losing themselves in work, some AP students (or grade 12 students generally) can feel buried under the timelines and demands of applying for post-secondary schools and scholarships. Having to make so many important decisions in such a short timeframe can lead to decision fatigue and they often remove themselves from activities they previously enjoyed but ‘don’t have time for anymore’ like organised sports, reading for pleasure, and hobbies. They may also default to ‘comfort’ activities for self-soothing. Often these are passive activities (playing computer games, watching TV, sleeping), that don’t really provide any recharge benefit while eating up time they don’t really feel they have to spare.
Parents can help by planning family events like a family picnic, game night, physical activities (e.g. disc golf, hiking, fishing, street hockey, pick-up soccer), and visits to local parks or attractions. Even just an hour or two where you read together (for pleasure not work) can be the respite some need. Getting students ‘out of their head’ can be easier when they don’t have to be involved in the planning and just need to ‘show up’. The added benefit is more family time, which is often reduced by the demands of grad year.