English as an Additional Language (EAL) and MFL. Aims This session will help PGCE students to develop their knowledge about: This session will help PGCE

English as an Additional English as an Additional Language (EAL) and MFLLanguage (EAL) and MFL

AimsAims

This session will help PGCE students to develop This session will help PGCE students to develop their knowledge about:their knowledge about:

the needs of learners with English as an Additional the needs of learners with English as an Additional Language.Language.

the principles of EAL pedagogythe principles of EAL pedagogy Practical techniques and strategies for supporting Practical techniques and strategies for supporting

EAL learnersEAL learners Use of ICT to support EAL learnersUse of ICT to support EAL learners TS 5 TS 5

..

Overview

What is EAL? Background to EAL in the UK Principles of EAL pedagogy Techniques and strategies for supporting

EAL learners Using ICT to support EAL learners Pupil Portraits of EAL learners

WHAT IS EAL?WHAT IS EAL?

The term English as Additional The term English as Additional LanguageLanguage

Refers to students whose first language is other Refers to students whose first language is other than English.than English.

EAL learners have many learning needs which EAL learners have many learning needs which are same as students whose first language is are same as students whose first language is EnglishEnglish

BUT:BUT: These pupils have very distinct needs as they are These pupils have very distinct needs as they are

learning in and through another language. (Naldic, learning in and through another language. (Naldic, 2012) 2012)

BackgroundBackground

– Which figure is closest to the current number of Which figure is closest to the current number of learners with EAL in the UK?learners with EAL in the UK?

– 250,000250,000– 500,000500,000– 1 million1 million

TaskTask

Rank Rank these languages in these languages in approximate order from most approximate order from most widely spoken to least widely widely spoken to least widely spoken ‘home’ or other spoken ‘home’ or other language in schoolslanguage in schools

YorubaYorubaTamilTamilFrenchFrenchTurkishTurkishSpanishSpanishAlbanianAlbanianChineseChinese

PanjabiPanjabiUrduUrduBengaliBengaliPolishPolishGujaratiGujaratiSomaliSomaliArabicArabic

EnglishEnglish 5,587,9055,587,905 Port’gsePort’gse 22,66022,660PanjabiPanjabi 113,195113,195 TamilTamil 22,51522,515UrduUrdu 103,730103,730 FrenchFrench 20,92020,920BengaliBengali 85,21085,210 TurkishTurkish 19,69019,690PolishPolish 47,13547,135 ChineseChinese 16,41016,410GujaratiGujarati 40,47040,470 YorubaYoruba 15,55015,550SomaliSomali 40,41040,410 SpanishSpanish 13,13513,135ArabicArabic 30,53030,530 AlbanianAlbanian 10,95010,950

January 2011 School Census indicated there are 16 languages which are spoken by more than 10,000 pupils in the UK

2011 School Census

Your school context

Discuss in groups: Numbers of EAL students in your school Provision for EAL students

10 minutes – Group feedback summary

EAL – a diffused curriculum EAL – a diffused curriculum concern’(Leung,2010)concern’(Leung,2010)

Within the school system:Within the school system:– EAL has no status as subject within the discipline within the NC. EAL has no status as subject within the discipline within the NC.

‘‘a supra-subject phenonenom’a supra-subject phenonenom’ A broad cross-curricular perspective though within which a number of A broad cross-curricular perspective though within which a number of

pedagogical principles can be identified:pedagogical principles can be identified:– Enquiry based activitiesEnquiry based activities– Meaningful use of a languageMeaningful use of a language– Flexible use of group work (Bourne, 1989)Flexible use of group work (Bourne, 1989)– Use of visual support.Use of visual support.– Little focus on language learning itself.Little focus on language learning itself.

Assumption appears to be that if teacher plan effectively and follow Assumption appears to be that if teacher plan effectively and follow above practices then second-development will occur (no need for a above practices then second-development will occur (no need for a detailed language planning and teaching).detailed language planning and teaching).

Social English develops more quickly – 2 years.Social English develops more quickly – 2 years. Academic English – 5 -7 years

Language PolicyLanguage Policy

Dominant Policies Dominant Policies and approaches to and approaches to EALEAL

Assimilation Withdrawal Mainstreaming

1950s and 1960s.

Late ’60s, 1970s until mid 1980s.

EAL Pedagogy

Principles derived from practice

Adapted from theThe Distinctiveness of EAL Pedagogy

http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/pedagogy

General Principles which underpin good practice for pupils learning EAL

Although every teaching situation is different, these principles underpin good practice for teaching EAL learners. • Activating prior knowledge • The provision of a rich contextual background to make

input comprehensible • Actively encouraging comprehensible output • Drawing the learner's attention to the relationship

between form and function; making key grammatical elements explicit

• Developing learner independence

Nicola Davies 2012 http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/pedagogy

1) Activating learners’ prior knowledge

Experience of learners will be varied – some very literate in first language with good curriculum knowledge

Others patchy education in home country Some low levels of literacy in first language/ Learning is about integrating old knowledge with new –

mapping new knowledge onto existing schema (mental models).

‘In second or additional language learning, prior knowledge of content and language plays a major role in helping to make second language input comprehensible’ (Davies, 2012)

KWL (Know, Want to find out, Learned)

Activities for activating prior knowledge

brainstorming in small groups or pairs discovery tasks

2) The provision of a rich contextual background to make input comprehensible

EAL students need extra contextual support in order to make sense of new information and language.

Helps them to conceptualise tasks even when language is limited

MFL already in good position – use of a lot of visual support – explain meaning in context

Examples of key visuals

maps, diagrams, charts, tables, semantic webs, graphs, time-lines, outlines of causal sequences, videos, computer graphics, web pages etc.

Key visuals – EAL and Science

EAL and DT

3) Actively encouraging comprehensible output

Encourged to produce spoken and written language from an early stage of the lesson(s) onwards.

Important for both cognitive and linguistic development/awareness of own language learning needs

Examples - Using peer tutoring, collaborative learning, drama and role play,

4) Drawing the learner's attention to the relationship between form and function;

key grammatical elements are pointed out and made explicit.

Students should be aware of the language forms, structures and used to convey content.

Structures used to discuss meaning/ talking about ways of expressing politeness

when asking for something;

5) Developing learner independence

Development of learning strategies

– organisational/planning– Grouping/classifying– Collaboration

Development of self-reliance– Teaching of study skills -reading strategies, note

taking etc

Task

Present your strategy/task that you have prepared to your group.

Analyse the strategies and consider the extent to which they follow the principles of EAL Pedagogy

Choose one activity which you think reflects these principles particularly well and feedback to the whole class.

Time: 30 mins

Good practice in MFL is good practice for EAL

In what ways does much of existing practice in MFL support EAL learners?

Discuss in groups

Good practice in MFL is good practice for EAL

Most of the lesson is delivered in TL Visual support is provided for new

vocabulary. Written work is carefully structured to provide

models for pupils to follow

Supporting EAL learners – general points

Well- structured lessons Active and engaging tasks that encourage all

pupils to participate;

Teaching and learning strategies that are oral and interactive;

■ effective short-term planning – use of support staff

Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004

subject-specific language skills and conventions of particular forms of writing – made explicit by teacher.

planned opportunities for oral rehearsal in pairs and in small groups;


The use of first language in MFL

Being multi-lingual an advantage Likely to have better understanding of

grammar/ language awareness Appropriate use of L1 in MFL class is very

important


Golden rules for L1 use

Appropriate where cognitive challenge is high When developing proficiency in English – use

of first language to help comprehension Oral rehearsal will aid reflection – e.g before

responding to a text When not appropriate to use? Access and engagement in modern foreign languages

Ref: DfES 0090-2004 © Crown copyright 2004

Differences in language systems

Useful to be aware of the differences between language systems and so you are able to detect and address common first language related errors.

Suggested useful text from Emily


In Urdu, gender and number are both shown through the verb inflection and the tense is provided through a verb suffix (Inflection – marking of a grammatical relationship with an affix e.g –ing, -ed)

■ In Chinese languages, tense is conveyed other than through the verb, and the ends of words are not usually pronounced.

■ Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004


Russian verbs have aspects as well as tense. (progressive/continuous and perfect aspect).

■ Most languages do not have the definite and indefinite articles; not all languages have genders.

Source: Access and engagement in modern foreign

languages Ref: DfES 0090-2004 © Crown copyright 2004.


In many South Asian languages, ‘yesterday’ and ‘tomorrow’ are the same word and the time is defined via the verb inflection. Speakers of these languages will already have had difficulty learning that these expressions of time are important in

English and will probably now have to learn that they are also important in the

target language. 20 Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004


■ Vocabulary differences may include greater precision in describing family relationships than are present in English or the target language. For example, ‘tante’


Suggested activities – using a speaking frame -Example

Year 7 – Supporting EAL learners – knowledge of cultural

differences Sentence starters provided


A Speaking Frame

En France La journée commence

… La recré dure … Il y a … cours … Les élèves portent …


En Angleterre

Starter activities

Make starter activities ‘concrete’: matching vocabulary or grouping similar words

Mini-Whiteboards:– allow pupils to try out their ideas without errors being

permanent. – Can be used to show drawings or symbols in response to

questions.

Differentiate questioning.

Using ICT to support EAL (General)

http://www.youtube.com/watch?v=nCn02Qv2U7c&feature=player_embedded#t=385

How ICT supports first language use

Issues for older EAL learners

How might EAL learners in 6th form be supported in class?

What wider challenges might EAL learners face when applying to university?

Using ICT to support EAL

Mantra Lingua’s Recordable Talking Pen http://www.naldic.org.uk/eal-teaching-and-lea

rning/eal-resources/bilingual

http://www.bfinclusion.org.uk/Resources_Spanish.htm

Pupil portraits

Group task Read the pupil portrait provided. Prepare a written advice sheet for staff A) for general support B) in the MFL classroom (choose a language

to be learned if not mentioned)# 20 to 30 minutes

USING ICT

Overview of recommendations for supporting all learners some of which may be particularly useful for EAL learners

IPAD apps Use of QR codes FlickR Please look at these and try them out for

yourselves. Consider how they could be used and with what objective?

Bloom’s Taxonomy for IPADS

Bloom’s Taxonomy is a hierarchy of educational objectives developed by Benjamin Bloom and his colleagues in the 1950s.

Tolisano used it to analyse IPAD apps and found examples of each level of objective in the cognitive domain

Practising vocabulary

IPOD/IPAD APP

This app allows you to have up to 6 dice on the "table" at one time.

Can be used in writing activity, for example with pictures and words as prompts.

See http://palmyraspanish1.blogspot.co.uk/2013/02/make-dice-app.html

IPOD/IPAD APP

‘Make Dice’ App Add your own pictures

and vocabulary – and ‘throw’ the dice.

Le Mur Parlant- Or How to Create Augmented Reality Talking Displays (using Aurasma)

Using FlickR in educationhttp://www.teachthought.com/social-media/13-ways-you-can-use-flickr-in-the-classroom/

The magic of QR codes in the classroom - Karen Mensing

www.youtube.com/watch?v=NRgWRXFXLQs

Reminders – Please write down

1) see email every day and to respond to whomsoever immediately

2) There may be notice any Thursday pm by 2pm of an inspection the following Monday. this will involve having ALL files brought in, so Subject work, PDP and Teaching File UP TO DATE.

3) Readiness for school visits- Ensure colleagues in school inc reception know, ensure PDP and teaching file WITH LESSON EVALUATIONS COMPLETED WITH PUPIL EVIDENCE UP TO DATE handed to the tutor, give the tutor a copy of the lesson plan. You will have an email notice but possibly not very much .Just do what you would normally do!

4) Ensure markbooks as per last email from Jane are started.

Jane’s tutees - Please see an email from her

Documents

English as an Additional Language (EAL) and MFL. Aims This session will help PGCE students to develop their knowledge about: This session will help PGCE