English as an Additional Language Learning Objectives:1) To explore strategies for teaching EAL students.2) To equip GTs to select the most effective strategies for each individual student.

Group A

Story Writing with 8 Campion

TRANSLATING KEYWORDS and WRITING in HOME LANGUAGE

Beware the Sand(ing) Machine!

SETTINGTHE CLASSROOM CONTEXT

Learning Objectives

-To learn what EMBROIDERY is

-To use SATIN STITCH

Embroidery

Hessian ThreadNeedle

Satin Stitch Potential starter/recap activity for a future lesson – Matching pictures to keywords

(Translation)

(Translation)(Translation)(Translation)

(Translation)

Potential mini plenary – sketching using whiteboards process of stitching

Teacher Demonstration

Differentiated worksheets:- Black and white pictures- Coloured pictures- Coloured pictures with words- Written instructions

2 MINUTES

YOUR TURN!

Thread the needle Insert your needle into the back of the hessian and pull it through A

Put the needle back into the hessian at B

A B

Your 1st stitch is complete

C

Bring the needle back through C. Repeat the stitch until you have completed the shape..

Completed satin stitch

PlenarySentence starters to be filled in using today’s keywords –

Today I learned ….

The tools I used…

I was able to…

Lesson structureThis structure can be used to aid your EAL students process of learning. It can be used within lessons or over a unit of work to ensure that the EAL student is making progress in assessable, incremental stages. Express Understanding (a) Explaining

Keywords within images and translationsDEVELOPING READING SKILLS

Express Understanding (b) ModellingModel the task using very simple clear instruction that utilises the keywords

Process Understanding Differentiated resources which introduces vocab for students to read to allow the student to work independently

Assess new information and experiences by sharing experience and new knowledge

PlenarySentence starters / writing frames to be filled in using keywordsDEVELOP WRITING SKILLS

Outcome The final piece of work

Understanding the assessment of EAL

students

SEN Code of Practice (DFES, 2001)

“Lack of fluency in English should not be thought of as a Special Educational need

in cognition and learning”

New Arrival Child arriving with previous relevant formal schooling conducted in a language other than English

New to Schooling Child arriving with severely disrupted schooling or little or no previous experience of formal schooling

New to English A student who has been learning English for less than two years

EAL Student Any student in need of additional support for developing English as an Additional Language

Advanced Bilingual Pupils who have had all or most of their school education in the UK and whose oral proficiency in English is usually indistinguishable from that of pupils with English as a first language but whose writing may still show distinctive features related to their language background.

EAL Advanced A student who has been learning English for 2-4 years.

Multilingual Learner Any child arriving who regularly uses two plus languages for different purposes. For example: English at school, Farsi at home, Arabic for religious purposes.

Complete beginner. Can say and recognise name, familiar words. May be familiar with the alphabet.

Beginning to know conversation English. Can follow a text, basic conversation.

Can read aloud, pronunciation is understandable. Can convey what they mean.

Listen and respond without delay in conversation on a range of topics. Use of complex sentences in their work.

S1 -Step 1

S2 -Step 2

1T - Level 1Threshold

1S - Level 1 Secure

QCA – Scale for Language Acquisition

SEQUENCE OF

LANGUAGE DEVELOPME

NT

5) Writing

1) Silent 2) Listening

3) Speaking

4) Reading

CALPS

LANGUAGE PROCESS

Vocabulary

Pronunciation

Grammar

Semantic Meaning

Functional Meaning

COGNITIVE PROCESS

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

BICS

Corresponds directly toBlooms’ stems!

Thomas and Collier (1997)

Thomas and Collier (1997) revealed that 5-7 yrs may not be an accurate time span to achieve CALP and that a key element would be the length of formal education a child had received

in their first language.

Children that had arrived before the age of 8yrs required 7 – 10 years to achieve CALP; while those who arrived after 8yrs

required an average of 5-7 years.

EAL and Social and Cultural needsNo one student is the same. EAL is a label that covers a vast range of students with a vast range of needs.

‘When students’ language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning’.Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse Society. Second. Ed. (Los Angeles CA: California Association for Bilingual Education) p2

Feelings: new language + new school + new country

=

FEAR1) Refugees2) Religion / Racism3) New style of teaching and learning

MUSIC, Makes the People…

How do you ensure your classroom is a safe and secure environment for all your learners?

+

=

1) Communicating with parents2) Valuing home language and culture3) Redeeming time away from school

Different Systems:Parental involvement is ‘particularly significant in assisting their children’s academic achievement.’ Smyth, G. (2003) Helping Bilingual Pupils to Access the Curriculum. (London: David Fulton Publishers) p27

Difficulties and solutions:

1) Language differences2) Buddies3) Teacher’s approach

“I’m his dictionary! I get tired of translating for him every day; it’s hard work. But when I first came here people helped me and now it’s my turn to help.”(Fluent bilingual year 10 student who is a buddy for a new arrival EAL at Hendon School)

‘Ensure a supportive and stress-free environment in which language and learning can take place... Trying to operate in a language in which you are not fluent is stressful and tiring so learners need restful times during the day.’ Gravelle, M. (1996) Supporting Bilingual Learners in Schools. (Stoke-on-Trent: Trentham Books) p24

Difficulties and solutions:

1) Language differences2) Buddies3) Teacher’s approach

EAL and Social and Cultural needs: A Huge Challenge

‘Underachievement is not caused primarily by lack of fluency in English. Underachievement is the result of particular kinds of interactions in school that lead culturally diverse students to mentally withdraw from academic effort.’ Gravelle, M. (1996) Supporting Bilingual Learners in Schools. (Stoke-on-Trent: Trentham Books) p77

‘Bilingualism is the common language experience of the majority of the world’s population and is not a learning difficulty but an opportunity for extending cultural and social expression.’Kahin, M. H. (1997) Educating Somali Children in Britain. (Stoke on Trent: Trentham Books) p45

EAL and Social and Cultural needs: A Huge Opportunity

Case Study 1) Read the pen portrait. 2) Decide what level they are on the QCA scale and write it in the box.3) Make a note of key information about their background and how this impacts on their individual needs.4) Use the Strategies/Task/Resource box to plan/illustrate how you could engage the student in the identified lesson.

10 MINUTES

Group Feedback

• Did an insight into the student’s feelings and background impact at all on how you planned for them? How?

• How will this impact on your future practice?

3 MINUTES

Stick your post it… …On our TOM-bola!!!

OUCH! No pinsallowed!