Time for koality: building powerful language learning opportunities in primary education

Every school year between October 10 and November 30, each school conducts a KOALA language screening in the 3rd kindergarten class. But what next?

How do you interpret those results?

• What other data do you have as a school to map the language skills of your students?
• How do you get a good idea of what language support needs students have?
• Which building blocks are needed for effective language programs?
• And how do they fit in with a strong language learning environment and a supported healthcare and language policy?

Both schools and policymakers recognize the importance of strong language education, because language rich = promising. Language screening (such as the KOALA) can be a lever in this regard. Other data about children's oral language skills and their (preparatory) reading and spelling skills can also help to clarify the picture.

It then comes down to strengthening your language education didactically and setting up language programs based on a three-layer support model.

This two-year further training project creates “Time for coolness”, namely through professionalization, evidence-informed foundations and help with translation into practice.

For whom?

This further training program is aimed at school teams who together consciously want to focus more on strong language education for all students and in particular for students who need additional language support. This requires a sustainable, well-thought-out approach.

Within each participating school, a KOALA team is formed that consists of one or two teachers, a care teacher and a care coordinator who are actively involved with the target group of the KOALA language screening. After a few months, this KOALA team expands into a core team. This consists of 5 to 8 members with representation from nursery education, primary education, the care team and the school management. The entire school team is gradually involved through exchange, experimenting and sharing experiences. The care team and the school management ensure that the targeted steps are secured in the language policy and are linked to the school's care policy.