A model of simplification - The ways in which teachers simplify learning materials

Introduction Many educational practitioners in the United Kingdom, working with the challenge of a diverse learning population, provide simplified language materials (SLMs) to their students (Barnard & Burgess, 2001; Rix, 2004, 2006). Their use in mainstream classrooms has not been evaluated however. This paper explores the manner in which teachers and support staff develop these SLMs. It reports upon an examination of the texts of thirty three practitioners working in the South-East of England. Through a detailed analysis of the texts four approaches are identified that have the potential to act as a set of concepts for describing SLMs and exploring their possible efficacy. The validity of these approaches is further assessed through a survey of forty three practitioners, also working in the South-East of England.