Pupils learning English as an Additional Language:

In what form does inclusion successfully aid their attainment in

the secondary school?

Catherine Roberts – NQT of English

“providing effective learning opportunities for all pupils”

• Central issues from published research

• Tactics observed within schools

• Categorisation into three key objectives

• Recommended implementation through roles and responsibilities

Overview

Central issues from literature

NALDIC paper (1999):

• The distinctiveness of EAL pupils• The distinctiveness of their task• The distinctiveness of EAL pedagogy

Cummins (1992): • Basic Interpersonal Communication Skills• Cognitive Academic Language Proficiency

BICS = 2 years

CALP = 7 years

The distinctiveness of the EAL pupil

Issue 1:

Welcoming and stress-free environment Positive school ethos

Use of home language

Common underlying proficiency

Bilingual resources

DfES guidance ‘Access and Engagement’

Visual displays of expected work & achievement

Celebrate diversity Incentives to classmates

Involve in …...routines

Recognise the whole child

and encourage

participation wherever possible

‘Buddy’ or TA

Extra-curricular opportunities

Staggered start

Key Objective 1

• Staff

The distinctiveness of the EAL learner’s task

Issue 2:

Utilise expert staff to provide whole school

opportunities for attainment of

EAL pupils

Assessment and monitoring

Channels of communication

Distinctive opportunities to learn and attain

• Pupil

• Parents A Language In Common- QCA

On entry- transition or new arrival? SEN?

Results shared with staff

After school/ registration/ summer

KS4 Learning Support Option (Adult Literacy Certificates)

GCSE in home language

Key Objective 2

Buddy

Mentor

Expert

Develop teachers’ ability to provide EAL

pupils with access to lesson content

The distinctiveness of EAL pedagogy

Issue 3:

Whole school training

Lesson planning for learning

Lesson planning for assessment

LA advice and support

INSET provision

Partnership planning

Activities: .collaboration, ICT

Content vs. language demands

Assessment for Learning: clear objectives, keywords

explained, traffic lights, success criteria, peer/self assessment,

questioning, no hands, formative feedback

Key Objective 3

In what form does inclusion successfully aid the attainment of EAL pupils?

• Setting suitable learning objectives

• Responding to pupils’ diverse needs

• Overcoming potential barriers to learning and assessment

Key Objective 1: Recognise the whole child and encourage participation wherever possible.

Key Objective 2: Utilise expert staff to provide whole school opportunities for attainment of EAL pupils.

Key Objective 3: Develop teachers’ ability to provide EAL pupils with access to lesson content.

Recommended roles and responsibilitiesDfES Ethnic Minority

Achievement Dept

Provide funding through EMAG and publish guidance on its use; fund pilot projects to link EMAG to wider curriculum initiatives.

Local Authority

Ethnic Minority Advisory Team

Provide support and advice to schools, including bilingual assessment expertise.

School Governors Oversee Senior Management spending of EMAG; ensure school policies reflect cultural diversity.

School Head/Senior Management

Decide on distribution of EMAG for dedicated EAL staff; allocate time to staff training.

School School EMAG staff/team/dept

Initial assessment of EAL pupils; provide welcoming contact for pupil and parents; minimal withdrawal sessions; partnership planning with teachers; source resources; allocate TAs to targeted pupils.

Classroom Teacher Differentiated planning; formative assessment; use of QCA Scale for summative assessment; seek advice and support from EMAG team; possibly qualify as AST in EAL.

Classroom TA (mono-/ bilingual)

Support targeted pupils in class, ensuring they understand task and intended outcomes; help with assessment.

Pupils learning English as an Additional Language:

In what form does inclusion successfully aid their attainment in

the secondary school?

Catherine Roberts – NQT of English

“providing effective learning opportunities for all pupils”