of 67
8/3/2019 Eal Booklet 2011-12
1/67
MSc in Education with QTS Year 1: PGCE
8/3/2019 Eal Booklet 2011-12
2/67
IMPORTANT
This guide is produced only for the purpose of supporting trainees undertaking theLoughborough Initial Teacher TrainingPartnership.
No part of this document should bephotocopied or reproduced for use outside theLoughborough Initial Teacher TrainingPartnership.
8/3/2019 Eal Booklet 2011-12
3/67
Acknowledgements
The Loughborough ITT Partnership would like to express their sincere thanks to the PGCEPhysical Education staff (in particular, Dr Lorraine Cale and Dr. Louisa Webb) and to KathPritchard (PE Department) and Michelle Benn (EAL Department) at Crown HillsCommunity College, Leicester, for producing and updating this resource.
Note
Some of the examples within this resource are set within the context of Physical Educationas this is the subject specialism of many of the key authors. However, the information inthe resource is relevant to trainees and teachers of all subjects and the principles can beapplied across subjects.
8/3/2019 Eal Booklet 2011-12
4/67
8/3/2019 Eal Booklet 2011-12
5/67
Contents
Page
Section A: Setting the Scene 7
Introduction 7EAL What does it mean? 8EAL-related QTS Standards 8
The Context 9
Section B: Collecting Data and ConductingInterviews and Observations 11
Task 1: Investigating EAL provision in your school 13Task 2: Interview with an EAL pupil 15Task 3: Observation of an EAL pupil in a classroom lesson 17Task 4: Observation of an EAL pupil in a practical lesson 21Task 5: Interview with an EAL support assistant 25
Section C: Raising Awareness 27
T k 6 EAL l d i d di 27
8/3/2019 Eal Booklet 2011-12
6/67
Page
Section E: References, Additional Resources 47and Sources of Support
Section F: Appendices 49
Section A: QTS Standards Record 51Section C: Task 6 (Activity 2) Statement Cards 53Section C: Task 6 (Activity 2) Explanation Cards 55Section C: Task 6 (Activity 2) Answers 56Section C: Task 7 Grid 59Section C: Task 7 Blank Tables 60Section C: Task 7 Answer Grids 64
8/3/2019 Eal Booklet 2011-12
7/67
Section A:
Setting the Scene
Introduction
This resource aims to support you in working with pupils who speak English as anadditional language (EAL) and in meeting the Qualified Teacher Status (QTS) Standards
which relate specifically to EAL pupils. It will contribute towards the development of theknowledge, skills, and understanding you require to support the learning of pupils withEAL, and with the necessary experience to enable you to adequately meet the relatedQTS Standards. It also seeks to address some of the common misconceptions andstereotypes surrounding EAL learners and give you a greater appreciation of the issuesfaced by pupils with EAL and from different cultures.
The resource has been prepared in collaboration with Crown Hills Community College,Leicester, one of our PGCE Partnership schools. Crown Hills is an inner city SpecialistSports College which serves a multi ethnic community. The majority of pupils are of SouthAsian origin and 85% have English as an Additional language.
The resource comprises relevant contextual, background and other information, and arange of individual, pair and group tasks relating to working with EAL pupils. It is intendedto be used flexibly during your Phase 1 and Phase 2 school experiences.
8/3/2019 Eal Booklet 2011-12
8/67
EAL - What does it mean?
EAL stands for English as an Additional Language and refers to English learned and usedby pupils who already speak one or more languages. Pupils with EAL will not have learntEnglish as their first language but will speak it in addition to one or more others. They mayalso be referred to as bilingual or multilingual.
EAL pupils should not automatically be considered to have a learning difficulty or specialeducational needs because of their language needs. Indeed, they may have highacademic ability. However, some EAL pupils will also have special needs and will need
careful assessment and monitoring.
Support for EAL pupils is often targeted at those at an early stage of language acquisition,but pupils at later stages who might appear fluent may also need support with moreacademic language in order to reach their full potential.
EAL-Related QTS StandardsThe resource will support you in meeting the following QTS Standards which relate toworking with pupils with EAL:
Q18 Understand how children and young people develop and that the progressand well-being of learners are affected by a range of developmental, social,religious, ethnic, cultural and linguistic influences.
8/3/2019 Eal Booklet 2011-12
9/67
The Context
When supporting pupils with EAL, an appreciation of the context nationally, and regionallywithin your Local Authority (LA) and school is useful.
Some Facts and Figures
Over 200 languages are spoken in schools in England.
In 2006 across the UK, 21% of the primary and 17% of the secondary schoolpopulation belonged to minority ethnic groups.
11% of primary school pupils and 9% of secondary school pupils have English asan Additional Language.
On average pupils with EAL have lower attainment than pupils with English as their first language.
Indian, Chinese, Irish and White pupils have higher levels of attainment across allKey Stages.
Gypsy/Roma, Black, Pakistani and Bangladeshi pupils perform less well across allKey Stages.
h k d f
8/3/2019 Eal Booklet 2011-12
10/67
8/3/2019 Eal Booklet 2011-12
11/67
Section B:
Collecting Data and ConductingInterviews and Observations
This section comprises five tasks that relate to the following QTS Standards:
Q18 Understand how children and young people develop and that the progress
and well-being of learners are affected by a range of developmental, social,religious, ethnic, cultural and linguistic influences.
Q20 Know and understand the roles of colleagues with specific responsibilities,including those with responsibility for learners with special educational needsand disabilities and other individual learning needs.
Task 1 focuses on EAL provision within your school/s.
Tasks 2-4 involve interviewing and observing an EAL pupil to learn more about him/her and his/her experiences in school and in lessons. It is recommended to identify and focuson just one pupil for each task.
Task 5 involves interviewing an EAL support assistant, if this proves possible.
k f h d d
8/3/2019 Eal Booklet 2011-12
12/67
8/3/2019 Eal Booklet 2011-12
13/67
Task 1: Investigating EAL provision in your school
As highlighted in Section 1, appreciating the context in which you work is important. Thistask will provide you with an understanding of the provision of EAL in your placementschool/s.
Try to establish the answers to the questions below by some or all of the following means,from:
information provided in the faculty/department and school handbooks initial observations during your serial days general classroom observations during your school experience/s appropriate school staff (e.g. your mentor, ITT coordinator and other staff in the
school, particularly any EAL staff).
The pupils
Are there any recent arrivals from other countries? Yes/No
If so from which countries?
Does the school have any refugees or asylum seekers? Yes/No
How do these pupils needsdiffer from other pupils?
8/3/2019 Eal Booklet 2011-12
14/67
8/3/2019 Eal Booklet 2011-12
15/67
Task 2: Interview with an EAL pupil
Date of Interview: ____________________ Gender of pupil: M/F
Class/Year: ______________ Ethnicity of pupil: ______________
Was a translator used to help with this interview? Yes/No
If yes, who translated? Another pupil/EAL support assistant/other: ______________
What language(s) was/were used? ____________________
Try to establish and record the following information about the pupil and his/her experiences:
1) How long have youbeen in the UK?
2) Which country wereyou born in?
3) Where have you mostrecently lived?
4) Where else, if anywhere, have youlived?
5) What is your firstlanguage?
6) Which other languages do youspeak?
8/3/2019 Eal Booklet 2011-12
16/67
8/3/2019 Eal Booklet 2011-12
17/67
Task 3: Observation of an EAL pupil in a classroom
lesson
Activity 1
Draw a rough plan of the layout of the classroom and mark on it, as applicable, theposition of the teachers desk and whiteboard, the target pupil, the support assistant, andany resources provided to support the target pupil.
Date of Observation: Subject:
Year: No. of pupils:
Gender balance: M F Ethnicity of majority of pupils:
English Level of target pupil: (refer to Section D)Does the teacher speak the pupils first language? Yes/No
No. of other pupils speaking the target pupils first language:Is there a language support assistant? Yes/No
If no, are there other support staff? Yes/NoIs support given by other pupils? Yes/No
8/3/2019 Eal Booklet 2011-12
18/67
Observe the support staff present (if applicable), and estimate and record the % of timespent on each of the following:
Talking to target pupil inhis/her first language
(% of time)
Talking to target pupil inEnglish
(% of time)
Talking to other pupils inthe class
(% of time)
Activity 3Observe the target pupil talking/interacting in the lesson and estimate and record the % of time spent on each of the following:
Talking in English(% of time)
Talking in first language(% of time)
To other pupilsTo support staff
(if applicable) To other pupilsTo support staff
(if applicable)
Activity 4
Below is a list of some of the strategies teachers can use to help EAL pupils in the
8/3/2019 Eal Booklet 2011-12
19/67
Activity 5
a) Overall, how would you rate the inclusion of the target pupil in the lesson?
1 5
1 = isolated, off task, non responsive, unable to participate in the lesson5 = integrated, on task, responsive, active, able to participate fully in the lesson
b) What has this observation and the associated activities taught you with regards toworking with, and supporting EAL pupils in the classroom?
8/3/2019 Eal Booklet 2011-12
20/67
8/3/2019 Eal Booklet 2011-12
21/67
Task 4: Observation of an EAL pupil in a practical lesson
Activity 1
Draw rough plans of the teaching space for:
a) when the teacher is introducing the lesson to the classb) when the class are involved in the main tasks of the lesson.
On each plan, and as applicable, mark the position of the teacher and whiteboard, thetarget pupil, and support staff.
Date of Observation: Subject:
Year: No. of pupils:
Gender balance: M F Ethnicity of majority of pupils:
English Level of target pupil: (refer to Section D)
Does the teacher speak the pupils first language? Yes/No
No. of other pupils speaking the target pupils first language:Is there a language support assistant? Yes/No
If no, is there other support staff? Yes/NoIs support given by other pupils? Yes/No
8/3/2019 Eal Booklet 2011-12
22/67
8/3/2019 Eal Booklet 2011-12
23/67
Activity 4
Below is a list of some of the strategies teachers can use to help EAL pupils in lessons
(see Section D for additional strategies). Indicate which strategies are used in theobserved lesson and comment briefly on their effectiveness.
Strategy Used? Comment on effectiveness
Key words for the lesson/topic on display
Using pictures to support written textUsing demonstrations to support verbalinformationUse of culturally relevant visual aids and other materialsOpportunities for pupils to talk about their learning
Pupils working in languages other than EnglishUse of all 4 language skills (listening, reading,speaking, writing)Partnership teaching using EAL specialist (if applicable)Organising reading tasks in pairs so a stronger reader supports another
8/3/2019 Eal Booklet 2011-12
24/67
8/3/2019 Eal Booklet 2011-12
25/67
Task 5: Interview with an EAL support assistant (if possible)
Date of Interview: ___________ Job title of interviewee: ________________________
a) Try to establish and record the following information about the support assistant andhis/her role and experiences:
1) How long have youbeen in the UK?
10) How many pupils doyou know who speak your
first language?
2) Which countrywere you born in?
11) Approximately howmany pupils do you giveregular support to?
3) What is your ethnicity?
12) Approximately howmany hours do you spendwith a specific pupil eachweek?
4) What is your firstlanguage?
13) Approximately howmany pupils do yousupport in PE lessons?
8/3/2019 Eal Booklet 2011-12
26/67
b) What has this interview taught you with regards to working with, and supportingEAL pupils in the classroom and in your teaching subject?
8/3/2019 Eal Booklet 2011-12
27/67
Section C:Raising Awareness
The tasks in this section relate to the following QTS Standards:
Q18 Understand how children and young people develop and that the progressand well-being of learners are affected by a range of developmental, social,religious, ethnic, cultural and linguistic influences.
Q19 Know how to make effective personalised provision for those they teach,including those for whom English is an additional language or who havespecial educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.
Task 6: EAL learners and common misunderstandings,
misconceptions and stereotypesThis task explores and attempts to dispel some of the common misunderstandings,misconceptions and stereotypes surrounding EAL learners.
Activity 1
Read the statements below and establish which you think are true/agree with (T/A), and
8/3/2019 Eal Booklet 2011-12
28/67
Activity 2
This activity is best carried out as a group activity but it can also be completed individually
or with your teaching partner.
Resources required:
Statement cards and explanation cards cut into individual statements/explanations (seeAppendix), ideally groups of 2-3 people.
Instructions:
1. Distribute the set of statement cards amongst the group/s (as applicable). Read thestatements and discuss whether or not you agree with them.
(The group should recognise that these statements are based on misconceptions).
2. Distribute the explanation cards and try to match these with the statement cards
(misconceptions). Check your answers with those in the Appendix.
3. Afterwards, consider what you have learned about EAL learners from this activity. Refer back to the statements in Activity 1.
Religious/cultural/linguistic awareness
8/3/2019 Eal Booklet 2011-12
29/67
Instructions:
1. Distribute one of the blank tables per group (or person), as appropriate.. Try to identify which cards belong to each table.. Then, refer to the answers provided on the grids in the Appendix.
4. On the answer grids, highlight any aspects of the religions that you consider tobe particularly relevant to Physical Education.
5. Afterwards, consider what language skills you used in completing the activity(e.g., speaking, listening, reading, writing)*.
. Consider the points below on language and pupil groupings.
* Note more language skills would have been used if the task was completed as a groupactivity.
Language and pupil groupings
The preceding tasks highlight some additional points and issues to consider concerninglanguage and the grouping of EAL pupils.
In terms of language, working collaboratively can benefit EAL pupils in the following ways:
it gives an opportunity for pupils to practise speaking in a small group it provides a safer and less threatening environment than in front of a wholeclass
8/3/2019 Eal Booklet 2011-12
30/67
8/3/2019 Eal Booklet 2011-12
31/67
8/3/2019 Eal Booklet 2011-12
32/67
Sources of guidance
You are advised to consult any of the following sources of guidance and informationconcerning such issues:
1. The faculty/department handbook, school prospectus, school policies document (asappropriate), and your mentor/other staff to establish the schools policies and practices onparticipation, clothing and jewellery. In so doing, consider whether the policies are sensitiveto the cultural needs of its pupils.
2. Chapter 11 on Religious and Cultural Issues and Chapter 14 on Clothing andPersonal Effects in Safe Practice in Physical Education and School Sport (Association for Physical Education (afpe), 2008). Some key extracts from this document are summarisedbelow.
3. Governing Body rule books. These often give very clear direction on the wearing of potentially dangerous items.
Extracts from afPE (2008) Safe Practice in PhysicalEducation and School SportThe religious and cultural diversity of modern society has brought with it a number of healthand safety issues within the context of physical education and school sport. Careful andsensitive management , however, should enable all pupils to experience the full benefits of abroad and enriching programme of physical activity, whatever their faith commitment and
8/3/2019 Eal Booklet 2011-12
33/67
afPE furthermore recommend:
Staff need to be aware that certain festivals (e.g. Ramadan)require some pupils toexercise specific dietary regimes. Normal energy resources may thus becometemporarily depleted and the risk of de-hydration is increased. In such situations,staff expectations relating to performance may need to be reviewed and levelsof challenge adjusted
and note:
Swimmingpresents particular issues for the Muslim community associated withunacceptable exposure of the body and mixed-gender settings. school staff should apply all practical means to sustain a meaningful swimmingprogrammewhile seeking to respect any religious/cultural sensitivitiesinvolved wherever possible. (page 82).
Finally, with regards to personal effects, afPE give the following guidance:
Clear expectations should be established throughout the school, and withparents, about the management of personal effects by means of a clear andunambiguous written policy. (page 99).
Disclaimers from parents about the wearing of any item of jewellery by a pupilshould be declined. Such indemnities have no legal status. The duty of careremains firmly with the school on such matters. (page 101).
8/3/2019 Eal Booklet 2011-12
34/67
* In such cases, try to ensure that the learning objectives for the task match those for the rest of the class as closely as possible.
8/3/2019 Eal Booklet 2011-12
35/67
Section D:Planning, Teaching and Assessment
This section addresses planning, teaching and assessment for EAL pupils. It providesgeneral guidance on planning for, and the inclusion of EAL pupils, including considerationof the use of language across the curriculum, suggested teaching and learning strategies,and assessment. A task is also included that focuses on planning, teaching and assessingEAL pupils.
Planning (for inclusion)
Under the Inclusion principle of responding to pupils diverse learning needs, the StatutoryInclusion Statement within the General Requirements of Curriculum 2008 states:
When planning, teachers should set high expectations and provide opportunities for all
pupils to achieve, including boys and girls, pupils with special educational needs, pupilswith disabilities, pupils from all social and cultural backgrounds, pupils of different ethnicgroups including travellers, refugees and asylum seekers, and those from diverse linguisticbackgrounds. Teachers need to be aware that pupils bring to school differentexperiences, interests and strengths which will influence the way in which they learn.Teachers should plan their approaches to teaching and learning so that pupils can takepart in lessons fully and effectively.http://curriculum.qca.org.uk/key-stages-3-and-4/about-the-secondary-curriculum/equalities-
http://curriculum.qca.org.uk/key-stages-3-and-4/about-the-secondary-curriculum/equalities-diversity-and-inclusion/including-all-learners/index.aspxhttp://curriculum.qca.org.uk/key-stages-3-and-4/about-the-secondary-curriculum/equalities-diversity-and-inclusion/including-all-learners/index.aspxhttp://curriculum.qca.org.uk/key-stages-3-and-4/about-the-secondary-curriculum/equalities-diversity-and-inclusion/including-all-learners/index.aspx8/3/2019 Eal Booklet 2011-12
36/67
Explaining clearly how speaking and writing in English are structured to achievedifferent purposes, across a range of subjects;
Providing a variety of reading material (for example, pupils own work, the media,
ICT, literature, reference books) that highlight the different ways English is used,especially those that help pupils to understand society and culture;
Where appropriate, encouraging pupils to transfer their knowledge, skills andunderstanding of one language to another, pointing out similarities and differences betweenlanguages; Building on pupils experiences of language at home and in the wider community, so thattheir developing uses of English and other languages support one another.
Teachers make sure pupils have access to the curriculum and to assessment through:
Using accessible texts and materials that suit pupils ages and levels of learning; Providing support by using ICT or video or audio materials, dictionaries and translators,readers and amanuenses; Using home or first language, where appropriate.
Use of language across the curriculum
Use of language across the curriculum is one of the General Teaching Requirements of Curriculum 2000 for all subjects. Similarly, the new Secondary Curriculum identifies thepotential for functional skills development (including the functional English skills of speaking, listening, reading and writing) across all subjects (QCA, 2007).
8/3/2019 Eal Booklet 2011-12
37/67
example, language to express causality, chronology, logic, exploration, hypothesis,comparison, and how to ask questions and develop arguments).
DfEE & QCA (1999, p.40).http://www.nc.uk.net/nc_resources/html/language.shtml
Assessment of EAL pupils
The statutory requirements for assessing EAL pupils are the same as for pupils withEnglish as a first language.
Levels of attainment of EAL pupils in English
Teachers are required to use the National Curriculum (NC) English attainment levels for the assessment of the English language development of EAL pupils, although amodification to the attainment levels in A Language in Common (QCA, 2000) introducedpre-NC steps and allowed for the subdivision of NC English Level 1 (a pupil-friendlyadaptation of these is provided over the page).
Such criteria should be used to make a first assessment of a pupil starting school, as soonas it is reasonable to do so. According to QCA (2000), to show progress, schools need torecord entry levels of pupils for whom English is an additional language and compare themwith levels at the end of a significant period.
http://www.nc.uk.net/nc_resources/html/language.shtmlhttp://www.nc.uk.net/nc_resources/html/language.shtml8/3/2019 Eal Booklet 2011-12
38/67
Reading Writing Listening Speaking
Step 1 I can read my name
and some other words.
I follow left to right. I can read some
letters.
I can copy somewords.
I write from left toright.
I can listen. I can follow some
classroominstructions.
I can use somegreetings.
I know someclassroom words.
I can ask for thingsusing simple words.
Step 2 I can read words and
phrases. I can follow when
someone readsaloud.
I can write about apicture.
I understand mywriting.
I know somesounds and letter patterns in Englishspelling.
I know what asentence is.
I can understandwhen my friends
talk to me. I can understand
my teachers whenthey use picturesand movement.
I can copy talking Other people can
understand thewords I say.
I can talk puttingsingle wordstogether.
Step 3Level 1
threshold
I can read manywords.
I know the first andlast letter sounds.
I can understandsome things I readwith help.
I can write lettersand words in somecorrect order.
I can write letters inthe correct shape.
I can listen well topeople.
I can listen wellwhen the teacher talks to the wholeclass.
I understand andfollow instructions.
I can speak aboutthings I know.
People canunderstand themeanings of what Isay.
If someone helps, Ican say more.
With help I can readaloud sentences and
I use phrases towrite my ideas.
Sometimes I canfollow what others
I can speak todifferent people
8/3/2019 Eal Booklet 2011-12
39/67
Levels of Attainment of EAL pupils
The statutory requirements for assessing EAL pupils are the same as for pupils withEnglish as a first language. Much assessment can be carried out by teacher observation.However, when other assessment methods are employed, for example, question andanswer or written tasks which require verbal or written responses, care must be taken togive EAL pupils fair opportunity to demonstrate what they know, understand and can do.
Considerations for planning and including EAL pupils in lessons
Practical lessons rely heavily on observation, demonstration and practice, which offer agreat opportunity for EAL pupils to develop their English because the language being usedis in an active, meaningful, context. However, pupils acquiring English also need theopportunity to speak themselves, to develop a full understanding of the processesinvolved, and to learn the subject specific language.
Within PE for example, and depending on their stage of language development, pupilsneed to learn, for example, the names of activities/games, the actions they involve (e.g.passing, tackling, aiming, rolling, jumping, sprinting), command words (e.g. run, pass,dodge, tackle, intercept, shoot, float, glide), time markers (before you pass you must stop,means the same as you must stop before you pass, but because before is in a differentplace in the sentence it could be understood differently). Within examination/accreditedcourses such as GCSE, pupils also need to have developed reading and writing strategies
8/3/2019 Eal Booklet 2011-12
40/67
8/3/2019 Eal Booklet 2011-12
41/67
Task 9: Planning (delivering and evaluating) a lesson for an EALpupil
This task relates to the following QTS Standards:
Q18 Understand how children and young people develop and that the progressand well-being of learners are affected by a range of developmental, social,religious, ethnic, cultural and linguistic influences.
Q19 Know how to make effective personalised provision for those they teach,including those for whom English is an additional language or who havespecial educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.
Q20 Know and understand the roles of colleagues with specific responsibilities,including those with responsibility for learners with special educational needsand disabilities and other individual learning needs.
Q25 Teach lessons and sequences of lessons across the age and ability rangefor which they are trained in which they:
(a) use a range of teaching strategies and resources, including e-learning,taking practical account of diversity and promoting equality and inclusion;
8/3/2019 Eal Booklet 2011-12
42/67
how and where you might display key words seeking advice from specialist staff (e.g., use a bilingual assistant to help you
translate key words in advance) using pictures or diagrams to illustrate any new concepts, skills or games with
captions. 3. Consider the specific learning activities, their presentation (teaching and learning
strategies) and organisation. In particular, plan:
how you will group pupils what strategies and resources you will use to support the learning activities explicit opportunities for practising the language skills (speaking, listening,
reading and writing) where appropriate, to give a written homework task to consolidate the learning
of new subject specific terms.
4. Consider your use of language for delivering the lesson, especially when pupils arenew to English. For example:
make it clear when you are giving an instruction or an explanation avoid the use of figurative language or idiom (e.g., run like the
clappers) speak clearly (but not louder - raising your voice does not help a pupil
8/3/2019 Eal Booklet 2011-12
43/67
8/3/2019 Eal Booklet 2011-12
44/67
Reading and Writing
Highlight key points in a text
Create flow charts from text Use DARTs (directed activities related to text) such as sequencing jumbled text,
sorting, grouping (odd one out activities), matching (words to pictures/diagrams,words/phrases to meanings/definitions, concepts to examples, cause and effect),filling in gaps, true/false statements
Provide writing frames, paragraph headings, sentence starters or word lists for pupils
Model the type of written answer you want Encourage pupils to write a first draft in their first language Provide bilingual glossaries and use bilingual dictionaries.
Specific lesson planning considerations
Below are some suggested specific considerations to take into account in your lesson planwhen planning for the teaching and learning of EAL pupils.
Personal Targets Identify targets for your own progress that relate to EAL andcultural issues.
Pre-planning Ensure you are aware of and identify all EAL pupils on your plan.Establish what their NC level in English is and any other relevant information.
8/3/2019 Eal Booklet 2011-12
45/67
Teaching/Learning Points - Identify the key teaching points you will give/ask EALpupils to focus on to assist them in achieving the learning activity(ies). Make surethe points are clear and specific and deliver one or two key points at a time.
Management and Organisation - Plan how you will: implement resources to assistthe learning of EAL pupils; organise groupings with EAL pupils in mind; usedemonstrations to support verbal explanations; deploy support staff (an EAL LSA);manage the learning of pupils who may not be able to join in all of the practical workfor religious/cultural reasons.
Differentiation Strategies - EAL pupils may be academically and physically able, butmay need specific activities, resources and support provided by yourself, as well assupport from a learning assistant or peer who speaks their first language to enable them tounderstand and achieve within the lesson. Consider the specific strategies you will use to
support EAL pupils in such ways. Plenary Use the plenary to revise and consolidate key vocabulary/terms/conceptscovered within the lesson and encourage EAL pupils to talk about what they have learned.
Plan differentiated questions and feedback methods to include and enable EALpupils to demonstrate their knowledge and understanding
8/3/2019 Eal Booklet 2011-12
46/67
8/3/2019 Eal Booklet 2011-12
47/67
Section E:References, Additional Resources and Sources
of SupportNational
Association for Physical Education. (2008). Safe practice in physical education and school sport. Leeds: Coachwise.
Birmingham City Council (2008). Improving participation of Muslim girls in physical education and school sport: Shared practical guidance from Birmingham schools .Birmingham: Author. Available at www.afpe.org.uk
DfES (2002). Inclusion National Strategy. Access and engagement in physical education.London: DfES. http://nationalstrategies.standards.dcsf.gov.uk/node/95482
DCSF (2008). Using Assessing Pupil Progress (APP): Children for whom English is anadditional language . London: Author.http://nationalstrategies.standards.dcsf.gov.uk/node/182281
DfES (2005). Ethnicity and education. The evidence on minority ethnic pupils . London: DfES.Available at:www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/EandE_RTP01_05/
http://www.afpe.org.uk/http://nationalstrategies.standards.dcsf.gov.uk/node/182281http://www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/EandE_RTP01_05/http://www.afpe.org.uk/http://nationalstrategies.standards.dcsf.gov.uk/node/182281http://www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/EandE_RTP01_05/8/3/2019 Eal Booklet 2011-12
48/67
a MULTIVERSE newsletter.
NALDIC ITTSEAL website.
www.naldic.org.uk/ITTSEAL2/teaching/Assessment.cfm
A site which has been created by the National Association for Language Development in theCurriculum (NALDIC), the UK professional association for EAL with support from theTraining and Development Agency for Schools, as a resource for initial teacher educators inschools and universities. The site provides a flexible range of resources to: develop and enhance the coverage of EAL issues in ITE programmes highlight key teaching and learning issues explore research and research opportunities relating to EAL access further information and support.
National Equality Panel (2010) Report of the National Equality Panel: Executive summary.London: Government Equalities Office.http://www.equalities.gov.uk/equality_act_2010.aspx
Qualifications and Curriculum Authority (2007) The National Curriculum: Key Stage 3 and 4. Coventry: Author. http://curriculum.qcda.gov.uk/
Qualifications and Curriculum Authority (2000). A language in common. Assessing Englishas an additional language . Available on the Multiverse websitehttp://www.multiverse.ac.uk/viewArticle.aspx?contentId=395
http://www.naldic.org.uk/ITTSEAL2/teaching/Assessment.cfmhttp://www.multiverse.ac.uk/viewArticle.aspx?contentId=395http://www.naldic.org.uk/ITTSEAL2/teaching/Assessment.cfmhttp://www.multiverse.ac.uk/viewArticle.aspx?contentId=3958/3/2019 Eal Booklet 2011-12
49/67
Section F:
Appendices
8/3/2019 Eal Booklet 2011-12
50/67
8/3/2019 Eal Booklet 2011-12
51/67
QTS Standards Record (of evidence that EAL-related QTS Standards have been met)
QTS Standards Evidence
Q18 - Understand how children and young peopledevelop and that the progress and well-being of learnersare affected by a range of developmental, social,religious, ethnic, cultural and linguistic influences.
Q19 - Know how to make effective personalisedprovision for those they teach, including those for whomEnglish is an additional language or who have specialeducational needs or disabilities, and how to takepractical account of diversity and promote equality andinclusion in their teaching.Q20 - Know and understand the roles of colleagues withspecific responsibilities, including those withresponsibility for learners with special educational needsand disabilities and other individual learning needs.
Q25 - Teach lessons and sequences of lessons acrossthe age and ability range for which they are trained inwhich they:(a) use a range of teaching strategies and resources,including e-learning, taking practical account of diversityand promoting equality and inclusion;(c) adapt their language to suit the learners they teach,introducing new ideas and concepts clearly, and usingexplanations, questions, discussions and plenarieseffectively.
51
8/3/2019 Eal Booklet 2011-12
52/67
8/3/2019 Eal Booklet 2011-12
53/67
Section C: Task 6 (Activity 2) Statement Cards
These statements have been adapted from an online source:http://www.tes.co.uk/your_subject/subject_index.asp?subject=EAL which featured in the TimesEducational Supplement. This site is no longer available.
It is not really important toconcern ourselves with thechilds first language/culture.After all, the EAL learner issupposed to be learningEnglish.
If EAL pupils were born inthis country, then they knowEnglish before coming toschool.
It doesnt take long for children to learn English asan additional language.
http://www.tes.co.uk/your_subject/subject_index.asp?subject=EALhttp://www.tes.co.uk/your_subject/subject_index.asp?subject=EAL8/3/2019 Eal Booklet 2011-12
54/67
8/3/2019 Eal Booklet 2011-12
55/67
Teachers will need to assess theneeds of pupils on an individualbasis.
Even young children will make
comparisons and refer to their first language in learning thesecond.
Teaching new words every day is noguarantee that the pupil will learnthem.
Bilingual children who areproficient in their home languageand a second language oftendisplay enhanced languageskills.
Pupils seem to learn what they needand what they think is relevant anduseful.
This can support the learning of English and can cause someinterference. It is helpful if theteacher knows something aboutthe first language.
There will be differences dependingon the age of the learner as well asother individual characteristics suchas personality, ability andmotivation.
Older pupils bring skills andknowledge acquired in their firstlanguage to the learning process.They may understand more aboutschool and academic languagelearning.The best language teaching will
8/3/2019 Eal Booklet 2011-12
56/67
Section C: Task 6 (Activity 2) Explanation Cards
There are also importantimplications for the general anti-racist ethos of the school, and for the role model which the teacher
presents to the pupil body as awhole.
The learner makes links betweencultures. It is important to thelearners self-esteem and identityin the new culture that thelearner knows that the teacher values their prior linguistic andcultural knowledge.
Parents could be encouraged todiscuss school with their child(send home materials to show toparents); maximise the childs
exposure to the home language eg.read to the child, sing songs, playgames, as well as participate inEnglish reading activities.
Young children seem to learnmuch faster but one mustremember that the demandsplaced upon them are relative to
their age. Older learners areexpected to learn a range of subjects, each having a specialistvocabulary.
Research indicates that a goodfoundation in the first languageaccelerates learning in the second
Young learners do seem to acquirean appropriate accent morequickly than older learners. This
8/3/2019 Eal Booklet 2011-12
57/67
Section C: Task 6 (Activity 2) AnswersLearning a second language is just like learning the first language.
Even young children will make comparisons and refer to their first language in learning thesecond.
This can support the learning of English and can cause some interference. It is helpful if
the teacher knows something about the first language.
There will be differences depending on the age of the learner as well as other individualcharacteristics such as personality, ability and motivation.
Parents should be told to speak English at home so that their children will learn itfaster.
Continuing support in the home language is most beneficial it re-affirms the pupils ownidentity in his/her home culture AND supports general cognitive development. Parentalsupport and encouragement of learning is vital, regardless of the language that is used.
Bilingual children who are proficient in their home language and a second language oftendisplay enhanced language skills.
8/3/2019 Eal Booklet 2011-12
58/67
There are also important implications for the general anti-racist ethos of the school, and for the role model which the teacher presents to the pupil body as a whole.
EAL pupils learn really fast when theyre young. It is the older ones who have mostof the problems.
Young children seem to learn much faster but one must remember that the demandsplaced upon them are relative to their age. Older learners are expected to learn a range of subjects, each having a specialist vocabulary.
Young learners do seem to acquire an appropriate accent more quickly than older
learners. This may be because they are less shy about using a new language and seemable to pick up the sounds of the new language easily.
Older pupils bring skills and knowledge acquired in their first language to the learningprocess. They may understand more about school and academic language learning.
Some EAL pupils who come to the UK as refugees may have limited and/or disruptedschooling careers which present different problems.
Teachers will need to assess the needs of pupils on an individual basis.
EAL learners need to learn the basics and simple language structures beforelearning more complex language.
Learning a second language does not happen in a systematic way, from learning words to
8/3/2019 Eal Booklet 2011-12
59/67
8/3/2019 Eal Booklet 2011-12
60/67
Section 3: Task 7 Grid
59
Arabic Bengali Cantonese Chichewa Croatian Danish
Dutch Farsi French German Greek Gujarati
Hindi Panjabi Shona Somali Swedish Turkish
Urdu Zulu Christmas Diwali Diwali Easter
Holi Vaisakhi Eid-Ul- Adha Gurus births anddeathsNavaratri (8
nights of Dance)All types of meat
eaten
Eid Ul-Fitr (endof month of Ramadan)
Alcoholforbidden if
baptised
Meat from pigs isforbidden
Halal meatforbidden
Alcoholforbidden Periods of fasting
Vegetarian Vegetarian Beef forbidden Halal Meat Saree Jilbaab
Legs must becovered
Headscarf or hijab
Salwar Kameez(trouser suit) India India
Guadaloupe(Caribbean)
Women keeptheir family name
after marriage
Women taketheir husbands
names after
marriage
Topi (hat) Turbans The five kakkes Crucifix
Surname isFathers first
name
Surname reflectscaste or Jati Biblical or
monarchs arepopular
Names of prophets are
popular Kaur (princess)
given to girlsSingh (lion)
given to boys
8/3/2019 Eal Booklet 2011-12
61/67
Section C: Task 7 Blank Tables
CHRISTIANITYLanguages
spoken Dietary rules Dress codeCountries of origin
of students Festivals Naming customs
60
8/3/2019 Eal Booklet 2011-12
62/67
HINDUISMLanguages
spokenDietary rules Dress code Countries of origin
of studentsFestivals Naming customs
61
8/3/2019 Eal Booklet 2011-12
63/67
ISLAMLanguages
spoken Dietary rules Dress codeCountries of origin
of students Festivals Naming customs
62
8/3/2019 Eal Booklet 2011-12
64/67
SIKHISM
Languagesspoken Dietary rules Dress code Countries of originof students Festivals Naming customs
63
8/3/2019 Eal Booklet 2011-12
65/67
8/3/2019 Eal Booklet 2011-12
66/67
ISLAM
Languagesspoken Dietary rules Dress code
Countries of originof students Festivals Naming customs
Arabic, Farsi,Turkish.
Most Urdu, Somali.Bengali speakers willbe Muslim. ManyGujarati and Panjabispeakers also. BUT,any language can bespoken as Islam isworld wide.
Halal Meat.
Pig meat forbidden.
Alcohol forbidden.
Periods of fasting.E.g. during daylighthours of Ramadan,the ninth month in theIslamic calendar.
Modest, loose clothing,legs must be covered.Arms covered to thewrists.
Headscarf or hijabworn by girls, Topi,prayer hat worn byboys.
Some girls wear a longloose garment, Jilbaab.
Worldwide.
Most recently Somalistudents migrated fromEurope.
Refugees from Iraq,Afghanistan andBosnia.
Eid-Ul Fitr (celebrationof breaking the fast atthe end of Ramadan).
Eid-Ul Adha, thegreater Eid, celebrationof the prophet Ibrahim(Abrahams) sacrifice.
Vary from country tocountry, but often thesurname is the fathersfirst name.
Names of prophets arepopular as first names.
Women keep their name after marriage.
SIKHISMLanguages
spoken Dietary rules Dress codeCountries of origin
of students Festivals Naming customs
Panjabi.
Hindi.
Many other languages dependingon where Sikhs havesettled.
Many Sikhs arevegetarian, especiallyonce baptised.(Baptism is apersonal choicewhich can beundertaken at anyage).
Modest, loose clothing.Women may wear panjabi suits.
Baptised Sikhs wear the5 Ks named after 5items which cannot beremoved: sword, comb,bangle, shorts and longhair.
The state of Panjab,India. During partitionin 1948 the Panjabwas divided. Sikhswere given a smallregion, the restbecame Pakistan.
Diwali (story of Gurufreeing 50 HinduPrinces).
Vaisakhi (New Year).
Surname may reflectJati (occupation).
Kaur (princess inPanjabi) given to girls.
Singh (lion in Panjabi)given to boys.
65
8/3/2019 Eal Booklet 2011-12
67/67
