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Working with pupils with English as an Additional Language EAL
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EAL
Profile and AssessmentWhat is useful and meaningful information?
Which one?
3
Born in UK EU migrant
Refugees Diplomats
Which one?
4
advanced learner new arrival
3 languages L1 literate
Which one?
5
L5 L7
L4 L8
“ I feel I don’t speak any language well. At home I speak Bengali but I can’t say everything I want to say in it, while at school I speak English and there are lots of things I don’t understand. I have been asking people to teach me to read and write properly since Year 7 and they just say you are doing fine, but I am not. I don’t have any language!”
Best Practice (Good Thinking!)What is the big idea?
EAL learners need grammar lessons to improve”
“Teach them English first so they can do my class”
“Can you take them out and do the work “
“Simplify it, so they can do it”
Cummins’ Iceberg Model
BICS
BasicInterpersonal
CommunicativeSkill
CALP
Cognitive andAcademicLanguage
Proficiency
(Cummins)
Cummin’s Dual Iceberg Model
Surface Featuresof L1
Surface Featuresof L2
Common UnderlyingProficiency
(Cummins)
Features of L1
Features
of L2
00887-2007DWO-EN-20
Developing and transferring innovative practice that supports EAL learners
a. Subject knowledge (e.g. knowing the mathematics)
b. Pedagogic Content Knowledge (e.g. knowing how to teach (and how children learn) the mathematics)
c. Pedagogic Transfer Knowledge (e.g. knowing how to help teachers use a and b effectively)
Literature Geography History Literature
Geography
History
Describing
Evaluating
Expressing feelings
The top/bottom of the hill… the hillside..
The scenery….down by the river
beautiful, rugged,rolling hills, isolated, bleak, grandeur
The peak…the slope…the valley…the riverbank…rainfall…erosion
steep, contours,features
caused by…occurs when…
Naming
Locating
Describing
Cause and effect
Naming
Locating
Describing
Deducing
Hypothesising
Hilltop…slope…valley…riverbank….
hillfort..fortification…rampart…village…dwellings
defence…safety…shelter
was probably…could have been …most likely because…
High challenge
Low challenge
Low supportHigh support
frustration / anxiety zone
boredom zone
Learning/engagement zone
comfort zone
Four Zones of Teaching and Learning (adapted from Mariani 1997)
Zone of proximal development
ZPD
Child’s current achievement
Beyond reach at present
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High expectations
Quality first learning and teaching
Language rich environment
Pupils learn in subjects through:talk, text and writing
Pupils improve literacy skills by applying them in subjects
Literacy objectives included into subject teaching
Better subject learning – better literacy
Literacyand learning
Developingliteracy and learningtogether
Bloom’s taxonomy
Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Original and New terms based on Pohl by Kurwongbah State School, Australia.By Kurwongbah State School, Australia
Active engagement
• Purpose• Challenge• Collaboration• Metacognition• Converting ideas or information from one
form to another• Activating prior knowledge/thinking• Scaffolding
A teaching and learning sequence
Exploratory talk
Report back to class
Write recount text
Active readingSpeaking as an
expert (formal)
Analytical or discursive text
Speaking & ListeningHow do we develop effective talk?
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The framework of cross-curricular objectives: talk
U s in g ta lkto c la rify
a n d pre se ntid e as
A c tive lis te n ingto
u n de rsta nd
T a lk inga nd
th ink ingto ge th er
L e arn ingth rou gh
ta lk
Key aspect of the framework
Three strands of learning through talk
A continuum of talk
Informal Formal
Playground talk
Speaking to boss
Reading the news
Presenting feedback to peers Giving a lecture
How can we encourage pupils to talk productively?
• Rules for group talk • Assigning roles • Concrete preparation• Cognitive conflict (asking the right question)• Collaboration• Metacognition
(Adapted from ‘Improving learning through cognitive intervention’ GTCEwww.gtce.org.uk/research/romtopics/rom_teachingandlearning/case_jun01/ )
Coffee Break10:00 – 10:30am
ReadingHow can I help them to read better?
28
The framework of cross-curricular objectives: text
D e ve lo p ingre se a rch
a nds tu d y sk ills
R e ad ingfo r
m e an ing
U n d ers tan d ingh o w te x ts
w o rk
L e arn ingfromte xt
Key aspect of the framework
Three strands of learning from text
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Active readingTeachers will need to… ensure that there is no
right answer sometimes modify (not
simplify) the text ensure that all pupils can
contribute make the strategies
explicit.
Pupils will need to…• predict • try out ideas• talk• organise• infer• deduce• engage.
WritingHow can I get them to write better?
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The framework of cross-curricular objectives: writing
U s in g w rit inga s a to o l
fo rth ou ght
S tru ctu ringa nd
o rg a n is ingw ritin g
D e ve lo p ingc le ar a nd
a p pro p ria tee xp ress ion
L e arn ingth rou ghw ritin g
Key aspect of the framework
Three strands of learning through writing
What are we learning about?
Access to the curriculum:making contexts supportive for children learning EAL
Building on previous experience
Planned opportunities for speaking and listening
Activating priorknowledge
Ensuring contexts areculturally familiar
Creatingshared
experiences
Using bilingual strategies
Using assessment for learning
Talk as presentation
Talk as process
ModellingGraphic
organisers and other visuals
Scaffolding language and learning
Frames and prompts
Collaborative activities
Print environment
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