With the start of the year and the new term, we’ve had a number of new to English learners arrive to our school. Helping them settle in is our number one priority, so in a recent PD session with our learning assistants, we discussed the silent period and what its implications are for our learners.



What is the Silent Period?
The silent period is a normal stage of language acquisition for many second language learners. During this period, children focus on listening and understanding the new language. They may appear quiet or hesitant to speak, but they are actively absorbing information. This period is crucial for developing comprehension skills and building a foundation for future speaking and writing abilities.
What the silent period is not:
- A cause for concern: The silent period is a natural part of language learning. Just think about toddlers learning to speak and how long it takes before they are ready to say anything.
- A reflection on you or your teaching: The silent period is not a sign that your teaching is ineffective. Remember that!
- A sign of SEN (necessarily): While some children with special educational needs may have a longer silent period, it is not always indicative of a problem.
How to support learners going through the silent period?
Clarke (1992) suggests 10 strategies to support learners during the silent period:
- Continue talking even when the child does not respond. This helps to expose the learner to the language and creates a supportive environment.
- Include the child within small groups of children. This provides opportunities for incidental language learning and interaction.
- Encourage child-to-child interaction. This can help to build confidence and provide opportunities for communication.
- Model a variety of questions. This helps learners to understand different types of questions and how to respond. Moreover, they can learn how to ask for help or clarification when they need it.
- Use other children as the focus of the conversations. This can help to make the language more relevant and engaging.
- Use home language as often as possible. This can help to bridge the gap between the learner’s home language and the new language.
- Always accept non-verbal responses. This shows that the learner is valued and respected, even if they are not speaking.
- Constantly use praise, even for minimal effort. This helps to build confidence and motivation.
- Activities should include expected responses of repeating words or counting or both. This provides opportunities for practice and feedback.
- Provide activities that reinforce language practice through role-play. This can help to make learning more fun and engaging.
Additional Tips:
- Create a safe and welcoming environment: Make sure your classroom is a place where learners feel comfortable and respected.
- Use visual aids: Pictures, videos, and real-life objects can help learners understand the language.
- Provide opportunities for listening: Read aloud, sing songs, and play games that involve listening.
- Be patient and understanding: Give learners time to process the language and build their confidence. Don’t forget to slow down!
Further reading
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (5th ed.). Oxford University Press.
Clarke, M. A. (1992). The Silent Period in Second Language Acquisition. TESOL Quarterly, 26(2), 201-208.