45
Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

  • Upload
    drew

  • View
    36

  • Download
    0

Embed Size (px)

DESCRIPTION

Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils. Objectives. To develop understanding of the diverse needs of ethnic minority pupils - PowerPoint PPT Presentation

Citation preview

Page 1: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Welcoming New Arrivals and Raising the

Attainment of EAL/BME Pupils

Page 2: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

ObjectivesTo develop understanding of the diverse needs of ethnic minority pupils

To develop understanding and skills in supporting children learning English as an additional language (EAL) and Minority Ethnic Background (MEB) pupils

Page 3: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

New arrivals may:Have had full schooling in another country, interrupted schooling or no previous schooling

Be literate in one or more languages

Be used to a different education system with different pedagogy

Come from a range of cultural, religious, linguistic and socio-economic backgrounds

Be experiencing cultural disorientation, loss, grief or isolation

Page 4: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

What you need to know to support EAL pupilsCountry of originFirst languageOther language(s) spoken in family

Immigration statusNumber of years in the UKReligionHealth, diet etcEducation historyEthnicity ??

Page 5: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Barriers To Learning For EAL Students

Child or Young

Person

family

school/

educational

setting

wider world

community

Page 6: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Barriers to learning for EAL/MEB students

FAMILY ‘LOSS’ OF A FAMILY MEMBER LACK OF EXTENDED FAMILY CULTURAL EXPECTATIONS OF GIRLS AND BOYS ASPIRATIONS OF DIFFERENT ETHNIC GROUPS MIXED DISCIPLINARY APPROACHES LACK OF FATHER OR AUTHORITY FIGURE

SCHOOL OREDUCATIONAL

SETTING

LACK OF MOTIVATION LOW SELF-ESTEEM LACK OF BI-LINGUAL RESOURCES PRIOR EDUCATION (ZERO – HERO!)

WIDER WORLD LACK OF POSITIVE ROLE MODELS RACISM / ISLAMAPHOBIA EXPERIENCE OF TRAUMATIC EVENTS NEGATIVE ATTITUDES TOWARDS MIGRANT WORKERS MEDIA CONSTRUCTED IMAGE OF COUNTRIES LENGTHY AND ONGOING ASYLUM CLAIMS

COMMUNITY LIMITED ACCESS TO ACTIVITIES AND FACILITIES CULTURE OR ‘IDENTITY’ CRISIS POOR HOUSING ANXIETY AROUND AUTHORITY FIGURES

Page 7: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Overcoming barriers for new arrivals

Translation of key materials and forms

Use of interpreters and bilingual staff

Establish pastoral support systems within school

Ensure the child’s linguistic and cultural background is reflected within the school environment

Page 8: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Creating a welcoming environmentMultilingual signs around the schoolDisplays with positive images of people,

places or things from the child’s home country reflecting their culture

Classroom displays written in the scripts of the languages spoken by children in the class

Dual language books, tapes, CDs in the child’s language

Stories, poems and drama from the child’s culture used in literacy lessons

Children using their home language for learning within the classroom

Whole class and staff using multilingual greetings

language of the month

Page 9: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Key points New arrivals are not a homogenous

group – children come from a range of social experiences and backgrounds and will therefore have diverse needs

One of the first steps in welcoming new arrivals is to help them feel safe and secure in their new environment

Schools should always try to provide first language support through other children or adults where possible

Page 10: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Key points An important part of children

feeling safe and secure is seeing their language and culture reflected in their surroundings

All children and staff play a key role in welcoming new arrivals

The more (true) information you have about a student, the better their school experience will be and the easier it is to teach and learn

Page 11: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

EAL and/or SEN?How can you tell?Next steps….

Page 12: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

IndicatorsHow long the child has been in the countryWhich language they use at home and how

well they are progressing in this languageProgress in literacy especially but in all

areas of the curriculumHow they present (social, emotional,

behavioural factors)Which areas they have difficulties inHow they are at home (parental concerns?)

Page 13: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Next StepsSpeak to parents (may need translation)Discussion with SENCoAssessment/observation (may involve

translation)Intervention External advice and support Monitoring

* Beware social stigmas that exist regarding SEN in some cultures/countries

Page 14: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils
Page 15: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

February 2013 Angela de Britos

Teaching & Learning: Raising the Attainment of

EAL/MEB Pupils

Page 16: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Part 1 - Teaching & Learning

Aims: To understand the principles of

effective teaching and learning practice for EAL/MEB pupils

To explore a range of learning and teaching approaches that support curriculum access and English language development

To understand how effective assessment will support progression and inform teaching

Page 17: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

1. Which two describe ‘diversity’ most accurately?a) treating people as individuals, fairly and with respect & dignityb) meeting targets and ticking boxesc) being inclusive and offering everyone the same opportunitiesd) offering vegetarian options in the school canteen2. Who was Britain’s first Black mayor?a) Paul Bogle (1865)b) John Archer (1913)c) Lord Pitt (1975)d) James Taylor (1997)3. How many languages are spoken in Plymouth schools?a) 3b) 15c) 40d) 50+

Page 18: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Some terminology……EAL – English as an Additional Language

BME – Black & Minority EthnicBAME – Black, Asian & Minority EthnicMEB – Minority Ethnic BackgroundASR – Asylum Seeker/Refugee

http://www.ecu.ac.uk/your-questions/should-i-use-bme-bame-or-neither

Page 19: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

The national contextMEB pupils make up 24.5% of all primary school pupils and 20.6% of all secondary school pupils

EAL pupils make up 15.2% of all primary pupils and 11.1% of all secondary pupils

Metropolitan areas main concentration of MEB/EAL pupils

Page 20: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Profile in Plymouth schools7% of school populationApproximately 1350 EALApproximately 50 languages including English

Majority languages: Polish, Arabic, Portuguese

Page 21: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

‘Every teacher an EAL teacher’

Aim – to develop sustainable capacity in order to meet the needs of MEB and EAL pupils, ensuring that every child has the opportunity to achieve

Page 22: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Initial AssessmentAssessment should be carried out by

the child’s teacherChildren should be assessed within

the first few days in schoolAllow time for sensitive, individual

initial assessment in reading, writing, speaking, listening and mathematics

Assess new arrivals regularly in the early stages

Page 23: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Assessing new arrivalsAvoid undue stressUse a range of methodsInformal assessmentObservationPrevious school recordsDiscussion with children & parents/carers

Page 24: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Teaching & LearningIn order to plan and provide for students who are learning EAL (and assess their progress), we firstly need to unpick language learning.....

Page 25: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Can You Order the Stages of

Language Acquisition?

Page 26: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

1. Listening and absorbing2. Responding to instructions3. Imitating and copying modelled

language4. Trying one or two word phrases5. Speech grammatically incomplete6. Extending sentences with support7. Coping with a range of listeners 8. Showing grammatical complexity 9. Extending range of ideas and

meaning10.Engaging in social and academic

dialogue11.Speaking clearly and using growing

vocabulary12.Competent and independent13.Using language appropriately across

the curriculum and in a variety of social contexts

Page 27: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Strategies to support children new to English (1)Use visuals, actions and real objects

to support meaningUse active tasksUse practical tasks with opportunities

from speaking and listeningVary the activities within a lessonIdentify key vocabulary and teach it

explicitlyAnticipate language demands that

might create difficultiesProvide models of the language the

child will be expected to use

Page 28: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Strategies to support children new to English (2)Plan speaking and listening activities

Use a bilingual dictionary, where appropriate

Use home language where possibleUse assessment for learning processes

Ensure success by creating a manageable task

Page 29: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Access to the curriculum: making contexts supportive for children learning EAL

Building on previous experience

Scaffolding language and learning

Activating prior

knowledge

Using bilingual

strategies

Creating shared

experiences

Ensuring contexts are culturally familiar

Modelling

Frames and prompts

Planned opportunities for speaking and listening

Paired talk

Exploratory talk

Communicative activities such as barrier games and experiential learning

Extended talk between adults and children

Collaborative activities

Graphic organisers and other visuals

Use of ICT

The print environment

Page 30: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Promoting access to the curriculumA Year 3 teacher discusses strategies she uses to support EAL pupils.

Page 31: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

How long does it take?1 – 2 years for BICS (basic interpersonal communication skills)

5-7 years for CALPS (cognitive academic language proficiency)

Ref: Jim Cummins (1984) Clevedon:

Multilingual Matters

Page 32: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Different forms of bilingualism1.Sequential Bilingualism - is when a child begins the process of second language (L2) acquisition after the first language (L1) is established

2.Simultaneous Bilingualism - is when a child grows up learning two languages (L1 & L2) - or more! - at the same time

Page 33: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Specific issues for EAL learners

Getting to grips with English as well as with the Curriculum

Vocabulary developmentDeveloping cognitive and academic languageDistinguishing meanings, e.g. everyday

meanings from different curriculum areas – ‘table’ ‘point’

Developing knowledge of culturally-based language idioms, e.g. a bit under the weather; or metaphors e.g. raining cats and dogs

Page 34: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

When learning new words, EAL pupils need to… See themSee themHear themHear themUse them in sentencesUse them in sentencesRehearse themRehearse themRead themRead themWrite themWrite themRevise themRevise themUse them in different contextsUse them in different contexts

Page 35: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Support strategies - word level

Use labeled diagrams to highlight key vocabulary

Use picture dictionariesProduce bilingual word listsProvide lists of key words to look up in a

bilingual dictionaryHighlight key words in the text for pupil to

look up in bilingual dictionarySend key word lists home prior to lessons for

parents to translate and explainPre-teach key words prior to lessons using

games e.g. use flashcards to play pairs game, make picture bingo cards

Page 36: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Support strategies - sentence levelHighlight key part of sentence structure

Provide model sentences for pupils to refer to

Provide gap fill sentences for pupils to complete with key vocabulary

Practice sentences orally before writing

Scaffold writing using writing frames

Page 37: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Support strategies - text levelHighlight key areas of text or cut the text

to leave key informationUse writing frames to support the

organisation of textProvide a model piece of writing to

illustrate what is required and model writing regularly when working with pupils

Allow pupil to write in their first language and translate what they have written either orally or in writing

Allow pupil to complete the task orally while somebody else writes down their ideas

Provide jumbled sentences that need to be sorted to produce a complete text

Page 38: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Language demandsThe main purpose for which the child needs to use language in the lesson

What the child has to do – comparing, justifying, explaining, etc.

What the child needs to say – phrases, grammatical structures, etc.

Vocabulary

Page 39: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Teaching sequence to support EAL learners

1. Identify language needed2. Plan how to model language3. Plan opportunities for

language use by children new to English

4. Assess children’s use of targeted language

5. Identify next steps

Page 40: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

A Language in Common (QCA 2000)Extended scale for children new to EnglishRelates to National Curriculum levels

already being usedEnables schools to systematically track

progressMust be used when making applications

for special considerations for end of KS2 SATs.

Assessment based upon a broad range of evidence

Use step and level descriptors to make ‘best fit’ assessment judgements

Use ALIC exemplification to confirm assessment levels

ALinC

Page 41: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Key points Quality-first teaching in an inclusive

curriculum provides the best support for EAL/MEB pupils

Children learn English best in the mainstream classroom

EAL learners should be given opportunities to use their first language for learning

The language learning context can be made more supportive for children new to English through the use of a range of scaffolding strategies

Planning needs to identify language demands, support and opportunities

Children who are new to English need to be provided with achievable tasks that provide appropriate age-related cognitive demands

Planning and teaching of EAL learners should be based on evidence gathered through a variety of assessment approaches

Supporting Pupils Booklet

Page 42: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Useful Reading Haslam, L., Wilkin, Y. and Kellet, E. (2005) English as

an additional language : meeting the challenge in the classroom

Graf, M. (2011) Including and supporting learners of English as an additional language

Scott, C. (2009) Teaching children English as an additional language : a programme for 7-11 year olds

Crosse, K. (2007) Introducing English as an additional language to young children : a practical handbook

Washbourne, A. (2011) The EAL PocketbookPim, C. (2012) 100 Ideas for Supporting Learners with

EAL

Page 43: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Useful Reading 1. New Arrivals Excellence Programme Ref:

00426-20072. Aiming High – Understanding the

educational needs of minority ethnic pupils in mainly white schools. Ref: DfES/0416/2004

3. Aiming High – raising the achievement of African-Caribbean pupils Ref:DfES/0694/2003

4. Supporting pupils learning English as an additional language. Ref:DfES0239/2002

5. A Language in Common – QCA Ref: QCA/00/584

Page 44: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Teaching strategies and learning opportunities

Page 45: Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils

Promoting access to the curriculumA Year 3 teacher discusses strategies she uses to support EAL pupils.