EAL in Primary National Curriculum Subjects. ©NALDIC ITE Support Materials EAL in National...

EAL in Primary National EAL in Primary National Curriculum SubjectsCurriculum Subjects

©NALDIC ITE Support Materials EAL in National Curriculum subjects - Primary©NALDIC ITE Support Materials EAL in National Curriculum subjects - Primary

Aims of the sessionAims of the session

By the end of this session we hope you will;By the end of this session we hope you will; have explored the role of the primary have explored the role of the primary

teacher in relation to supporting learners teacher in relation to supporting learners of EALof EAL

have extended your knowledge and have extended your knowledge and understanding of EAL acquisitionunderstanding of EAL acquisition

have considered how to support learners have considered how to support learners within the primary curriculum.within the primary curriculum.


TDA professional standards for TDA professional standards for QTSQTS

Q19 ‘ Know how to make effective Q19 ‘ Know how to make effective personalised provision for those they personalised provision for those they teach, including those for whom English is teach, including those for whom English is an additional language or who have an additional language or who have special educational needs or disabilities, special educational needs or disabilities, and how to take practical account of and how to take practical account of diversity and promote equality and diversity and promote equality and inclusion in their teaching.’inclusion in their teaching.’


Teachers’ Standards 2012Teachers’ Standards 2012

Standard 5 'Adapt teaching to respond to the Standard 5 'Adapt teaching to respond to the strengths and needs of all pupils‘strengths and needs of all pupils‘

‘‘Have a clear understanding of the needs of all Have a clear understanding of the needs of all pupils, including those with special educational pupils, including those with special educational needs; those of high ability; those with English needs; those of high ability; those with English as an additional language; those with disabilities; as an additional language; those with disabilities; and be able to use and evaluate distinctive and be able to use and evaluate distinctive teaching approaches to engage and support teaching approaches to engage and support themthem''. .


Role of the primary teacherRole of the primary teacher

Task 1 What makes a welcoming Task 1 What makes a welcoming school?school?

Imagine you are a new pupil in an Imagine you are a new pupil in an unfamiliar school. What would help you to unfamiliar school. What would help you to settle in?settle in?

Discuss in pairs.Discuss in pairs. Share with another pair and compile an Share with another pair and compile an

audit. audit.


Task 2 What information is Task 2 What information is essential/helpful?essential/helpful?

What does a teacher need to know about What does a teacher need to know about a new arrival to make decisions about a new arrival to make decisions about his/her needs?his/her needs?

What additional information might be What additional information might be helpful?helpful?

Discuss and listDiscuss and list


LanguageLanguage

Language is all around us, we hear and Language is all around us, we hear and see language in the home, in the media, in see language in the home, in the media, in the street, as well as in the school the street, as well as in the school environment. Language forms the environment. Language forms the essence of thought…….It forms the basis essence of thought…….It forms the basis of learning in all curriculum areas.of learning in all curriculum areas.

(Conteh 2006:2)(Conteh 2006:2)


Task 3 What is our language repertoire?Task 3 What is our language repertoire? In pairs talk about your own language(s). Do you In pairs talk about your own language(s). Do you

change the way you speak with different change the way you speak with different groups? Do you sometimes use slang or local groups? Do you sometimes use slang or local dialect and at other times speak ‘posh’? Have dialect and at other times speak ‘posh’? Have you ever been aware of changing your accent? you ever been aware of changing your accent? Do you understand more than one language? Do you understand more than one language? Are there members of your family who speak Are there members of your family who speak more than one language? Do you use more than more than one language? Do you use more than one language and if so with whom and for what one language and if so with whom and for what purposes? Can you read and write all the purposes? Can you read and write all the languages you speak?languages you speak?


Task 4 What are the languages of our Task 4 What are the languages of our area?area?

There are regional differences in the There are regional differences in the languages most widely spoken. Many LAs languages most widely spoken. Many LAs and most schools collect information about and most schools collect information about local languages. local languages.


GroupingGrouping

Remember that;Remember that; Bilingual learners are not necessarily of Bilingual learners are not necessarily of

low abilitylow ability They need to hear good models of English They need to hear good models of English

being used for learningbeing used for learning They need cognitively demanding They need cognitively demanding

activitiesactivities A peer mentor or buddy may be supportiveA peer mentor or buddy may be supportive


AssessmentAssessment There may be different reasons for There may be different reasons for

assessment and this will affect the methods assessment and this will affect the methods used, for example:used, for example:

ReasonReason MethodMethod

To plan appropriate To plan appropriate language supportlanguage support

Collect samples of Collect samples of written and spoken written and spoken English in a variety of English in a variety of contextscontexts


AssessmentAssessment

Task 5 Reasons for assessment Task 5 Reasons for assessment In pairs compile a list of reasons why you In pairs compile a list of reasons why you

may wish to assess pupils.may wish to assess pupils. Compare your list with another pair and in Compare your list with another pair and in

a group of four decide which methods of a group of four decide which methods of assessment would be most suitable for assessment would be most suitable for each objective. each objective.


3

Languagedevelopment

Academicdevelopment

Cognitivedevelopment

Acquiring EAL in the Acquiring EAL in the Primary School ContextPrimary School Context

Social and

culturalprocesses

The EALLearner

Slide 11

(Adapted from Virginia Collier 1994)


Social and cultural processesSocial and cultural processes

Guidance illustrates the importance of;Guidance illustrates the importance of; A familiar environmentA familiar environment Valuing and building on children’s existing Valuing and building on children’s existing

knowledge and experienceknowledge and experience Respect for cultural traditionsRespect for cultural traditions Sensitive selection of texts and artefacts Sensitive selection of texts and artefacts

from a range of sourcesfrom a range of sources Recognition of cultural variety and change Recognition of cultural variety and change


Awareness of the culture of the Awareness of the culture of the schoolschool

Task 6 School routinesTask 6 School routines Make some notes about the first twenty minutes or half an hour of the Make some notes about the first twenty minutes or half an hour of the

school day in the school in which you had your most recent practice. Try to school day in the school in which you had your most recent practice. Try to include as much detail as possible;include as much detail as possible;

Where did pupils and parents wait at the start of the day?Where did pupils and parents wait at the start of the day? Was there a time before which they were not allowed on school premises?Was there a time before which they were not allowed on school premises? What did they do if it was wet?What did they do if it was wet? How was the start of the day signalled?How was the start of the day signalled? Were pupils required to line up and if so in what way?Were pupils required to line up and if so in what way? How did they enter the school and with which adults, if any?How did they enter the school and with which adults, if any? What did they do with outdoor clothing?What did they do with outdoor clothing? How did they enter the classroom and what did they do immediately on How did they enter the classroom and what did they do immediately on

entry?entry?

Now compare your account with a partner from a different school and try to Now compare your account with a partner from a different school and try to explain the differences between the two schools and the reasons behind the explain the differences between the two schools and the reasons behind the routines.routines.


Cognitive and academic Cognitive and academic developmentdevelopment

The National Curriculum suggests that The National Curriculum suggests that teachers of pupils learning English as an teachers of pupils learning English as an additional language should;additional language should; Use accessible texts and materialsUse accessible texts and materials Provide support by using ICT or video or Provide support by using ICT or video or

audio materials, dictionaries and translators, audio materials, dictionaries and translators, readers and amanuensesreaders and amanuenses

Use home or first languagesUse home or first languages (DfEE, 1999)(DfEE, 1999)

©NALDIC ITE Support Materials EAL in National Curriculum subjects - Primary

Cummins’ quadrant

A

B D

C

Cognitively undemanding

Cognitively demanding

Context embedded

Context reduced


Beginning with context-embedded Beginning with context-embedded activities and gradually moving, with talk activities and gradually moving, with talk and action, towards less embedded and action, towards less embedded activities means that children are never left activities means that children are never left without support, and at the same time are without support, and at the same time are being encourage to move to the new being encourage to move to the new knowledge with is the object of the activityknowledge with is the object of the activity

Conteh, 2006Conteh, 2006


Language developmentLanguage development

Talk is central to learning. Teachers need to be Talk is central to learning. Teachers need to be aware of the language that learning is likely to aware of the language that learning is likely to entail.entail.

What spoken language demands there will beWhat spoken language demands there will be What pupils will need to listen toWhat pupils will need to listen to What texts pupils will be readingWhat texts pupils will be reading What genres will be introducedWhat genres will be introduced What aspect of grammar the tasks will entailWhat aspect of grammar the tasks will entail What specific vocabulary will be requiredWhat specific vocabulary will be required


Task 6 What language might pupils Task 6 What language might pupils need to understand and use?need to understand and use?

TopicTopic ActivitiesActivities Language Language functionsfunctions

Language Language structuresstructures

VocabularyVocabulary

Persuasive Persuasive writingwriting

Write a Write a letter to the letter to the council council about a about a local issuelocal issue

Reasoning Reasoning arguing, arguing, explainingexplaining

If.. then, when…If.. then, when…happens…happens…followsfollows

Sir, yours Sir, yours sincerely, sincerely, because because


ConclusionConclusion

Planning needs to take into account a Planning needs to take into account a number of dimensions in order to ensure number of dimensions in order to ensure that pupils who are learning English as an that pupils who are learning English as an additional language have access to the additional language have access to the curriculum and develop their language curriculum and develop their language skills simultaneously.skills simultaneously.


A planning frameworkA planning framework

What do What do learners bring learners bring to the task?to the task?

What does What does the task the task demand?demand?

What support What support needs to be needs to be planned?planned?

Socio-Socio-culturalcultural

CognitiveCognitive

LinguisticLinguistic

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