HOW TO USE THE STRATEGY

Some may find understanding an idiom is like “child’s play”; others may feel they are “swimming against the tide ” in order to just gain a bit of insight. While there is an abundance of idioms in the English language, and we all have most likely said, heard, or read at least one idiom or idiomatic expression, there are many students in our classrooms that struggle with learning and understanding these little gems of culture and creativity. While writers often use idioms to communicate a feeling or understanding innovatively, students who struggle with language may find idioms problematic in deciphering and therefore experience a breakdown in their understanding and comprehension. In many ways, idioms are not such a “piece of cake.” Idioms are viewed as “an expression whose meaning cannot be derived from its constituent parts ” (Irujo, 1986). We find that if taken literally, the meaning will often not match the context and therefore certain students that are unfamiliar with the idiom can become confused and frustrated. English Language Learners (ELLs) are often among those students that struggle with idioms, along with students with language or cognitive challenges. While some teaching materials may ignore idioms, or try to demote their importance, it is best for teachers to take the time to explain, discuss, and have their students use them. “Avoiding the use of idioms gives language a bookish, stilted, unimaginative tone ” (Cooper, 1999). Students can benefit greatly from direct instruction of specific idioms within context and also as part of developing their word consciousness (Irujo, 1986; Diamond & Gutlohn, 2006). Overall, allowing the time for investigation, practice, and use of idioms in your classroom will benefit all of your students ’ abilities to understand and use these useful expressions