Upload
kamil-trzebiatowski
View
113
Download
5
Embed Size (px)
DESCRIPTION
Short training on a selection of strategies for working with EAL learners for mainstream teachers (cross-curricular)
Citation preview
5 EFFECTIVE STRATEGIES
FOR EAL LEARNERSKAMIL TRZEBIATOWSKI
24 FEBRUARY 2014
WORKSHOP FOR TEACHERS
TWICKENHAM ACADEMY, RICHMOND BOROUGH OF LONDON
BICS AND CALPBICS
• BASIC INTERPERSONAL COMMUNICATION SKILLS
• SURVIVAL ENGLISH DEVELOPED WITHIN 1 YEAR;
• COMMUNICATIVE SKILLS (BICS) WITHIN 2-3 YEARS
CALP
• COGNITIVE AND ACADEMIC LANGUAGE PROFICIENCY
• 5-7 YEARS TO OPERATE ON THE SAME LEVEL WITH THEIR MONOLINGUAL PEERS
• DEVELOPING FULL ACADEMIC PROFICIENCY (CALP) MAY TAKE LONGER
LANGUAGE DEVELOPMENT NEEDS ARE OFTEN MASKED BY ORAL COMPETENCE!!
CUMMINS FRAMEWORK QUADRANT
AbstractContext reduced (pupils have little knowledge and can’t relate)
Cognitively undemanding workActivities that can be
completed without much thought
Cognitively demanding workActivities requiring deep
thinking
ConcreteContext embedded
BDAC
For CALP, Quadrant B is required; for lessons in C: linguistic and contextual support is required; D is tempting (copying is one example), but should be avoided!
CUMMINS FRAMEWORK QUADRANT
AbstractContext reduced (pupils have little knowledge and can’t relate)
Cognitively undemanding workActivities that can be
completed without much thought
Cognitively demanding workActivities requiring deep
thinking
ConcreteContext embedded
B
DA
C
For CALP, Quadrant B is required; for lessons in C: linguistic and contextual support is required; D is tempting (copying is one example), but should be avoided!
GeneralisesCompares and contrastsSummarisesPlansClassifies by known criteriaTransforms and personalises Recalls and reviews information Seeks solutions to problems
Reading to find specificinformation:Identifies, names, matches, retellsTransfers information from onemedium to another:Applies known proceduresDescribes observationsSequencesNarrates with sense ofbeginning, middle, and end
Argues a case using evidence Identifies criteria persuasivelyDevelops and sustains ideasJustifies opinion or judgmentEvaluates criticallyInterprets evidence & makes deductionsForms hypotheses, asks further questions Predicts resultsApplies principles to new situationAnalyses, suggests solution and tests
Parrots: repeats utterances of adult or peers
Copies: reproduces information from board or texts
STRATEGY ONE: USE IMAGESDevelop cognitively demanding tasks that are non-verbal and kinaesthetic in nature:
Sort photographs based on a set of criteria
Use collages for comparing and contrasting ideas
Match images together
Develop a visual narrative from a set of images to explain a sequence of events
Choose historical visual sources to support a point of view
Predict details in obscured parts of an image (continue a trend in a graph or draw missing organisms in a food web)
STRATEGY TWO: DARTsUse active reading strategies: Directed Activities Related to Text (DART):
Learners need to look carefully for key words or connectives to complete to create a text from scratch
Get them to punctuate one long paragraph with no full stops
For non-fiction, ask them to break a text with topic sentences and headings/ subheadings
Get them to mark important words to prepare for further tasks (e.g. mark weak verbs to show where to use more powerful ones)
In writing an argument, learners can mark all the connectives
DARTs are:
• Gap fill exercises• Sentence halves• Jumbled sentences
and paragraphs
STRATEGY THREE: QUESTIONING TECHNIQUES
Encourage your EAL learners to participate in oral discussions:
Establish a culture that encourages all learners to take a risk without the worry of being wrong
Use mini-whiteboards that enable unwilling talkers to participate visually first
“No hands up” rule = you control who talks / answers your questions
Avoid closed questions that ask for yes/no answers only (unless dealing with a complete beginner)
Avoid using idioms
Encourage students to discuss the question in pairs (rehearsing their answers first); group EAL learners appropriately
STRATEGY FOUR: GRAPHIC ORGANIZERSBreak information and language down to manageable chunks with graphic organizers:
Purpose Type
Sorting Charts, tree diagrams
Sequencing Storyboards, timelines, flow-charts, branching diagrams, cycles
Logical connections
Cause-and-effect diagrams, mind maps, Venn diagrams
Ordering / ranking
Ladders and pyramids
STRATEGY FIVE: WRITING FRAMESHelp beginners with their writing or extend writing skills or learners at higher EAL stages:
Simple frames for beginner learners who find it difficult to write more than just a few words – provide starter words and phrases to help scaffold the writing
Use more advanced frames with more advanced learners to help them organize their writing & use more complex vocabulary / connectives
TAKE CARE: Learners who are still developing their speaking/listening skills are unlikely to benefit
from writing frames (leave this for later, then)
Using writing frames with more able writers could potentially confine the final product
To start with…Then…Next…After that…Finally… Your view
I think that / My view is…
Your reasonsThe main reason is… because…Also…Moreover / additionally…Finally…
Concluding the letterTo sum up / To conclude, I would like…An acceptable solution / compromise would / might / could be…
MOST USEFUL DOCUMENTS• EAL PORTAL
• EAL REGISTER
• EAL STAGES GRIDS
• CROSS CURRICULAR EAL PARENTAL INTERVIEW FORMS (FOR NEW- AND MID-PHASE ARRIVALS)
• IEPS (FOR STUDENTS AT LEVELS 2 AND LOWER)
• SUCCESS CRITERIA
• SCAFFOLDING RESOURCES (AT EAL PORTAL)
• CROSS-CURRICULAR TEACHING STRATEGIES FOR NEW ARRIVALS