Many pedagogues, practitioners and therapists bat for the precept of making phonics inclusive for children with dygraphia and those learning a new language as their second and third language.
My experience informs that creating, listening and reciting of academic poems for enhancing awareness for producing the correct sounds of alphabet is an efficacious approach to inclusive language development.
Here, academic poems means involving the elements of phonics directly into poems unlike conventional rhymes which are more inclined towards musical musing and aimed at vocabulary building of words alien to social environment of learners. Such poems have been discarded all over the world since research has suggested that they a a cognitive load on young children.
A quick lesson study of a teacher-created bilingual that combined home and new language based academic poems proved it.
Poem was as follows which was recited slowly first for conscious listening
ACADEMIC POEM
Lets learn together / English phonic alphabet/ A-B-C ko chhodo/ Phonic a-b-c se / nata jodo (2).
Say 'a' from throat / a-a-a-a (2)/ Say b from lips/ Say s from teeth / s-s-s-s (2).
STEPS OF TRANSACTION
There after, key words were slowly spoken by the instructor with some explanation
Then, the slow echo-recitation of the academic poem was done three times
It was followed by collective recitation
In the last-but-one step recitation in pairs was done
In the last the individual practice of recitation was doneWhen academic phonic poems are recited by pointing towards the speech organs involved, they produce self-awareness and add a life-skills dimension to it besides improving expressive language communication skills
EXTENDED WORK
Students were asked to create similar academic poems for three alphabet at a time as
Now read and interpret the following illustrative collage as a teacher of incluse classroom
Next set of academic poems from d to k alphabet could be as follows.
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