EAL and Communication

At Pleckgate High School Mathematics & Computing College.

Background information

85% ethnic minority pupils. 74% of pupils have EAL.

>10 Verbal/Non-Verbal CAT discrepancy:Year 7 20%Year 8 18%Year 9 17%Year 10 21%Year 11 19%

Background

Reading age (on entry) 36% pupils < 10.6. White British heritage pupils also struggle

with Literacy.

What is an EAL Learner?

“ …first language is the language to which a child was initially exposed during early development and continues to use this language in the home and community. If a child acquires English subsequent to early development, then English is not their first language no matter how proficient in it they become.” DfES 2007

What barriers do they face?

Vocabulary gaps in commonly used words

and serious gaps in higher order language. Literal vs. metaphorical understanding,

idioms, puns, collocations In reading, struggle to decode meaning in

texts. In writing, find it hard to express their ideas

clearly.

Example of an EAL learner’s struggle… The following question was asked on a recent

KS3 Science SATs Paper:

“How do blocked oviducts prevent fertilisation taking place?”

Which word do you think the EAL learners struggled with?

The Iceberg ModelThe Iceberg Model

Basic InterpersonalCommunicative

Skill

Cognitive andAcademicLanguageProficiency

Remembering (Knowledge)

Understanding (comprehension)

Application

Analysis

Evaluating

Creating

BICS

CALP

Bloom’s taxonomy

H

I

G

H

E

R

O

R

D

E

R

What does this mean?

They don’t progress as well as other pupils at KS3 and KS4.

EAL Pilot - Year 8 results versus fft target

3

3.5

4

4.5

5

5.5

6

ALI

Kam

ran

BH

OB

HA

Has

im

BR

OW

N J

amie

BR

OW

N R

eece

CH

OP

DA

T N

abee

la

DO

UG

LAS

Har

ley

GH

AF

OO

R H

izqe

el

HU

SS

AIN

Yas

min

IBR

AH

IM L

ayla

IQB

AL

Aak

if

KH

AN

Ism

ail

MA

LIK

Sof

ia

NA

TH

A M

uniz

a

NA

TH

A S

alm

an

NA

VE

ED

Zoh

ib

PA

TE

L A

nisa

PA

TE

L H

eena

PA

TE

L S

hirin

QA

ZI F

aisa

l

QU

RA

ISH

I Tas

neem

SA

GH

IR J

unai

d

SH

AH

Aam

na

SID

AT

Naf

eesa

VA

LLY

Has

an

WA

HE

ED

Um

er

Pupil

Lev

el

Y8 Model D fft target

Y8 exam result

Talk

Strategies for Managing Group Strategies for Managing Group TalkTalk Pair Pairs to fours Listening triads Envoys Snowball Rainbow groups Jigsaw groups

‘Top Tips’ for managing group talk

Clear roles Time limited Clear outcomes Scaffolding

Question Token

Timekeeper

To keep pupils on task:To keep pupils on task:

ReporterRecorder

OrganiserObserver

Researcher

Adjectives

to convey

importance Main Key

Significant I mportant

Crucial

Adjectives to convey

intensity of

beliefs / feelings Strongly Firmly Surely

Connectives Firstly

Nevertheless Moreover

Alternatively On the other hand

I n addition Finally

I n conclusion

Orientation sentences Our group was discussing

We were considering We were looking at

Our discussion was about We were deliberating whether

Statements to introduce

opinion We believe

We support the idea We hold the view

We consider

Sharing ideas

through talk

Talk prompts for plenariesTalk prompts for plenaries The main points in this lesson were … Today we covered … but the main point was … I thought … was useful because … I would like to know more about … I really understand … I found … difficult because … … would be useful for … I think this was similar to … because I can see how I could use this in … Another way of looking at this is …

Spelling

TASK

Try and work out which levels the following words belong in. Write a level between 2 and 6 under each word.

Spelling rules – Plurals

When a word ends in y when do I change it to –ies?

Strawberry

Lady

Donkey

Jockey

Similarity

Storey

Spelling rules – Plurals

What about words ending in o?

Potato Patio Rodeo Halo Tomato

The –ible / -able rule

Possible Manageable Acceptable Horrible Available Incredible Desirable

Words ending in ‘shun’How do I know whether to use -tion, -sion or cian?

Optician

Conversation

Occupation

Electrician

Beautician

Expectation

Musician

Spelling Strategies

Prefixes

M nemonics

Phonemic segmentation Words

within words

Syllabification

A uditory tactics

M eaning

K inaesthetic tactics

Rules

Identify the prefix A nd the base word E.g. D is—appear Un—necessary

A rhyme or saying Never Eat C hocolate Eat Salad Sandwiches And Remain Young

Breaking the word into

letter sounds E.g.

D-i-a-r-y E.g. I am in parliament

Split the word into beats or syllables E.g. Re-mem-ber

Hearing silent letters E.g. Wed-nes-day

Identifying the origin

E.g. Bi = 2

Cycle = circle

Use diff erent parts of the body to spell E.g. knee, elbow, toe, bottom

E.g. I before E,

except af ter C

because Big Elephants Can Always Understand Small Elephants

piece A piece

of

pie

Bir t h Rat e I s a measure of the number of

healthy babies born each year per 1000 people in the populat ion

Deat h Rat e

T he number of deaths per year per 1000 people in the populat ion

M igrat ion

T he permanent movement of people f r om one place to anot her

I mmigrant A person who has come to another country to LI VE there permanent ly

I nvolunt ary M igrat ion T he movement of people against their wishes

Volunt ary M igrat ion

Descr ibes the planned and wanted permanent movement of people

I nt ra-nat ional M igrat ion T he permanent movement of people within a country

Cross-border M igrat ion T he movement of people that involves moving f rom one country to another

Economic M igrat ion T he voluntary movement of one person f rom one place to another in pursuit of a better j ob or other fi nancial r e-ward (e.g. better hospitals)

Civil war A war between people of the same country

Populat ion Pyramid A type of bar char t that shows the populat ion structure of a country (i.e. how many peo-

Low populat ion Densit y Ref ers to there being very f ew people living

in an area. For example, in the countryside

High Populat ion Densit y

ref ers to there being lots of people living in an area. For example, in a city

S t andar d of Living

T he level of wealth or comf or t of a per son, group of people or country

Push f act or

N egat ive t hings which f orce people to move f rom one place to another . A push f actor may be an ear thquake

Pull f act or

Posit ive things which attract people to f r om one place to an-other . A n ex-ample would be better j ob op-por tunit ies

POPULAT I ON

WritingWriting

Non-fiction text typesNon-fiction text types Instructions Information Explanation Recount Discursive (argue) Persuade Analysis Evaluation

TAPTAP

TT TaskTask What are the pupils being asked to write?

LetterArticleReport …

AA AudienceAudience Who is the piece for?

ChildAdultFormal / informal …

PP PurposePurpose What is it trying to do?

PersuadeInformArgue …

1. Blackpool settlement project.

2. Was King John a good or a bad king?

3. Write a recipe for a party fruit cocktail for publication in a summer edition of a teenage magazine.

4. Write about how to play your new computer game.

5. Design a leaflet for Year 6 pupils called ‘How to survive Year 7’

6. Write an article about smoking in public places.

7. Write about the 3 convenience meals you tasted and give your opinions on each.

Setting writing tasks

The sequence for teaching writingThe sequence for teaching writing

1 Establish clear aims2 Provide example(s)

3 Explore the features of the text4 Define the conventions

5 Demonstrate how it is written6 Compose together

7 Scaffold the first attempts8 Develop independent writing

9 Draw out the key learning10 Review

Key pointsKey points

Plan for group talk talk – include strategies for managing the activity: role cards, question tokens / talk toolkits (scaffolding)

SpellingSpelling – offer a range of strategies for learning key words

WritingWriting – make TAP clear; follow the sequence for teaching writing

Final Thought…

Literacy is everyone’s responsibility not just the English Departments!!!!