+ All Categories
Home > Documents > Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil...

Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil...

Date post: 22-Dec-2015
Category:
Upload: aleesha-dalton
View: 227 times
Download: 2 times
Share this document with a friend
Popular Tags:
40
Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)
Transcript
Page 1: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Learners with English as an Additional Language (EAL)

Eugene McKendry(QUB)

Mairéad McKendry (DPhil Oxon)

Page 2: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

• Background: Who are EAL learners? EAL and attainmentProvision in UK and NI schools

• Theory:Context, cognitive demands and

communicationPractical tips

• EAL learners and vocabulary: Research evidence Practical considerations

Today’s Session

Page 3: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

English as an Additional Language (EAL)

The term ‘EAL’ may describe:

• children who are newly arrived immigrants to the UK (1st generation)

• children who were born in the UK but who do not speak English as their native language (2nd generation)

For both groups, the first point of significant exposure to English is when the child arrives at school in the UK

Page 4: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

http://www.naldic.org.uk/research-and-information/eal-statistics

How many?

Page 5: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Northern Ireland

The first Indian communities settled in Northern Ireland in the 1920s and 1930s ... Second and third generations have been born here, but the linguistic heritage they represent is barely reflected in the formal state examinations statistics (McKendry 2002)

Recommended Action 3.3That non-traditional languages within schools and colleges be further promoted

Recommended Action 3.4That the teaching of English as an additional language in our schools be offered in a consistent manner, through class teachers, in line with funding, to complement the provision of English as a Second Language (ESOL) in the network of FE colleges.

http://www.deni.gov.uk/languages_for_the_future.pdfDENI. Languages for the Future. The Northern Ireland Languages Strategy

The Northern Ireland Languages Strategy

Page 6: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Number of Newcomer1 Pupils at schools in Northern Ireland                

    2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 

Voluntary and Private Pre-school Education Centres 2, 5 n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. 145 173 256 330 341 

Nursery Schools                            Full-time   n.a. n.a. 31 26 44 63 79 114 127 118 144 183 209Part-time   n.a. n.a. 17 32 32 49 33 46 48 73 98 144 121TOTAL NURSERY SCHOOLS   35 46 48 58 76 112 112 160 175 191 242 327 330

 Primary Schools                            Nursery class pupils                            Full-time   n.a. n.a. # 48 64 129 152 217 229 248 338 351 401Part-time   n.a. n.a. # 31 54 63 97 108 100 108 128 145 159TOTAL NURSERY CLASS PUPILS 41 # # 79 118 192 249 325 329 356 466 496 560                             Primary: reception   8 * * 14 13 13 18 24 13 17 17 16 10Grammar preparatory: reception   0 0 0 0 0 0 0 0 0 0 0 0 0TOTAL RECEPTION PUPILS   8 * * 14 13 13 18 24 13 17 17 16 10                             

Primary schools (year 1 - 7)4   766 647 878 1,199 1,740 2,401 3,522 4,302 4,767 5,006 5,145 5,962 6,850Grammar school prep Depts.(year 1 - 7) 53 43 39 41 31 24 20 9 21 13 4 7 5

TOTAL YEAR 1 - 7 PUPILS4   819 690 917 1,240 1,771 2,425 3,542 4,311 4,788 5,019 5,149 5,969 6,855 

TOTAL PRIMARY PUPILS4   868 735 985 1,333 1,902 2,630 3,809 4,660 5,130 5,392 5,632 6,481 7,425 

Post Primary Schools                            

Secondary (non grammar) schools4   195 242 249 390 435 909 1,365 1,807 2,001 2,114 2,218 2,244 2,288Grammar Schools   268 267 232 275 268 239 349 335 401 336 264 274 213

TOTAL POST PRIMARY PUPILS4 463 509 481 665 703 1,148 1,714 2,142 2,402 2,450 2,482 2,518 2,501 

Special Schools4 TOTAL n.a. n.a. n.a. n.a. n.a. 21 30 33 47 60 62 91 101

Hospital Schools 2 TOTAL n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

Independent Schools 2 TOTAL n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. 

ALL SCHOOLS4 GRAND TOTAL 1,366 1,290 1,514 2,056 2,681 3,911 5,665 6,995 7,754 8,093 8,418 9,417 10,357 

ALL SCHOOLS AND PRE-SCHOOL EDUCATION CENTRES4 n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. 7,899 8,266 8,674 9,747 10,698

How many?

NI Newcomer pupil statistics 2001-2014 http://www.deni.gov.uk/newcomer_time_series_-_suppressed_updated_1314.xlsx

Page 7: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Number of Newcomer Pupils in Northern Ireland 2001-2014

How many?

Page 8: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

How many?

• What is the number of EAL students at your S1 school?

• What percentage of students at your S1 school speak EAL?

+

Page 9: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

School Name Number of EAL pupils (January 2012) % of EAL pupils (January 2012)

Banbury School 197 15.8Bartholomew School 38 3.6

Blessed George Napier 104 12.4Carterton Community College 27 4.8

Chenderit School 15 1.3Cheney School 406 28.1

Chipping Norton School 26 2.4Didcot Girls' School 69 5.7

Faringdon Community College 49 4.5Furze Platt Senior School 109 9

Gillotts School 38 4.3Highdown School and Sixth Form Centre 139 10.4

Icknield Community College 7 1.1John Mason School 22 2.7

Kennet School 46 2.6King Alfred's Academy 21 1.1

Larkmead School 26 2.9Lord Williams's School 41 2

Magdalen College School 11 0.8Matthew Arnold School 74 6.9

North Oxfordshire Academy 87 9Oxford Spires Academy 394 49.3

St Birinus School 33 2.8St Gregory the Great 436 36.5The Cherwell School 376 20.9The Cooper School 33 2.9

The Henry Box School 48 3.6The Marlborough Church of England School 19 1.8

The Oxford Academy 84 9.6The Warriner School 23 2Wallingford School 19 1.7

Wheatley Park School 43 4.2Wood Green School 28 2.6

How many?

Page 10: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

What are their L1s?

Just under 300 different languages are identified as the L1 of EAL children being educated in England (NALDIC, 2012)

Swan, M. & Smith, B. (2005). Learner English, Second Edition. Cambridge: Cambridge University Press.

Page 11: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

EAL and Academic Achievement

• In terms of academic achievement, how do EAL students compare with EL1 students in England?

Page 12: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

EL1 EAL All pupils%5+ A*-C inc.

English & maths GCSEs^

%5+ A*-C inc. English & maths

GCSEs^

%5+ A*-C inc. English & maths

GCSEs^

England 59.2 58.0 59.0Oxfordshire 58.3 52.5 57.9

Tower Hamlets 54.0 64.7 61.8

^Not including students who have been in the UK for less than 2 years

EAL and Academic Achievement

2012 Data

Page 13: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

EAL, English Language Proficiency and Academic Achievement

Strand and Demie (2006:9)

EAL status in itself is a poor guide to expected levels of attainment.”

Pe

rce

nta

ge

ga

inin

g 5

or

mo

re A

*-C

Page 14: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Provision for Students with EAL• EAL children are mainstreamed and not withdrawn for any significant period

of time due to limited English proficiency -implications for learning and teaching?

• Schools can draw from the L1 of the pupils where possible (given teachers’ knowledge, school resources)-realistic in all schools?

• Language of instruction is English – no statutory right to be educated in another language.-what message is being sent here?

• Although EAL Coordinators are available in some schools to help provide support to EAL pupils, in many cases EAL is under the jurisdiction of SENCOs.-what message is being sent here?

Page 15: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Factors Affecting EAL Learning in ‘Mainstream’ Schools

EAL Learning

Language Factors Cultural Factors

Gender

Age

Pupil Premium; FSM

Ethnic GroupHome/Family School Composition

Page 16: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Language Factors: Role of Context

• Contextual support available during communication

• Characteristic of day to day social language use because meanings being conveyed are supported by a shared context and interlocutors can negotiate meaning actively through feedback

• E.g. Face to face conversation about a movie that two people have seen.

Context-Embedded Communication

Context-Reduced Communication

• E.g. Face to face conversation about a movie that only one person has seen

• Requires careful use of language to provide sufficient details

Page 17: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Language Factors: Cognitive Demands

Cognitively-undemanding communication

• Requires language skills that have been over-learned (automatized) and do not draw heavily from cognitive resources

E.g. talking about a football game (your favourite sport!) while watching it.

Cognitively-demanding communication• Requires language skills that are not fully automatized

E.g. Explaining the methods & results of a scientific experiment!

Page 18: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Language Factors: Communication Framework

Cognitively-demanding communication

Context-embedded communication Context-reduced

communication

Cognitively-undemanding communication

Cummins, 2000:

“Put the books on this table!”

“Your violin is in the music room on the shelf above the piano”

“These diagrams show cell mitosis”

“in 1538 Henry VIII was excommunicated”

Page 19: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Language Factors: BICS and CALP

BICS

(Basic, interpersonal communication skills)

-Context-embedded, cognitively undemanding

-Developed socially i.e. in the playground, with friends and family

CALP

(cognitive/academic language proficiency)

-Context-reduced, cognitively demanding

-Developed primarily through schooling

Both can come in oral or written mode.

Page 20: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

.. the essential aspect of academic language proficiency is the ability to make complex meanings explicit .. by means of language itself rather than by means of contextual support or paralinguistic cues (e.g., gestures, intonation, etc.)” Cummins, 2000 (pg. 68-69)

• Written Mode (e.g. understanding written text)

• Oral Mode (e.g. understanding teacher’s explanations)

Language Factors: More about Academic Language

Page 21: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Language Factors: BICS, CALP and the Communication Framework

• Why is it important that teachers understand the difference between BICS and CALP?

“He’s just lazy … I know he speaks perfect English because I’ve heard him with his friends!”

Page 22: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Language Factors: BICS, CALP and the Communication Framework

Cognitively-demanding communication

Context-embedded communication Context-reduced

communication

Cognitively-undemanding communication

Cummins, 2000:

BICS: 2-3 years

CALP: 5-7 yearsThis is where

we want to be!

Page 23: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Supporting EAL learners: Providing Context to Support Cognitively Demanding Content

• Providing keywords in advance (post-it?)• Lesson specific keywords on the board … every lesson, all lessons!• Subject-specific/general academic keywords on fixed displays• Students keep (and actively add to!) personal glossary

• Detailed visual aids to introduce topics

• Modelling forms – specific writing styles e.g. formal letter, scientific description• Modelling expectations – providing explicit examples of successful and less successful

attempts

• Buddying 1: speaker of shared L1• Buddying 2: ‘English language model’ (rotate as needed)

Vs.

Page 24: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Supporting EAL learners: The importance of vocabulary for EAL reading comprehension

UK EAL research:

• EAL children score significantly below their age-matched EL1 peers on measures of vocabulary

• The relationships between vocabulary and comprehension are stronger for EAL than for EL1 children

• Even EAL children who excel in reading comprehension exhibit vocabulary gaps in comparison to EL1 peers

(Beech & Keys, 1997; Burgoyne et al., 2009, 2011a, 2011b; Cameron, 2002; Hutchinson et al., 2003; McKendry, 2013; Stuart, 2004).

Page 25: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Supporting EAL learners: vocabulary development is key!

“Vocabulary is the glue that holds stories, ideas and content together… making comprehension accessible for children.” (Rupley, Logan & Nichols, 1998/9)

• Adequate reading comprehension depends on person knowing 90-95% of words in text (Hirsch, 2003).

• Knowing > 90% of words in text means that reader may understand main message of text correctly and infer meaning of unknown words.

The rich get richer …

• Students who lack adequate vocabularies have difficulty in getting meaning from what they read SO read less (reading is difficult) SO learn fewer words

• Students with good vocabularies read more (reading is easy) SO reading improves SO learn more words.

Page 26: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

• Encourage wide reading of both: text that is simple and enjoyable; text that is challenging

• Listening to someone reading aloud is also valuable

• Helping students to actively construct links between new information and previously known information about a word

My Vocabulary Checklist

Supporting EAL learners: Indirect Vocabulary Instruction

Vocabulary I don’t know it I’ve met it before I can define it I have used it

Structure

Factor

NB ‘Knowing a word’ is extremely complex. Multiple exposures needed!

Page 27: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

EAL learners and vocabulary

“Hey! I’m a Dog!”

Synonyms: n. canine

Antonyms: n.cat

Definition: “a domesticated mammal with four legs”

Idiomatic use: Dog days; In the doghouse; Black dog

When to use it: (referring to a pet) “What a cute dog!”

When not to use it: “Your girlfriend’s such a dog!”

Use in multiple contexts: v. afflict, plague, trouble

Supporting EAL learners: The importance of Multiple Exposures for vocabulary learning

Page 28: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Supporting EAL learners: Direct Vocabulary Instruction

• Provide direct, explicit instruction in some words• Choose words which are: important to the text; useful to know in

many situations; uncommon in everyday language but recurrent in text.

• What does direct instruction look like?-Clear explanations and examples of meanings of word in various contexts-Supply synonyms and antonyms (where possible)

-Providing students with opportunities to discuss, analyse and use the words by:

-Asking students to rewrite definitions in their own words-Asking students to create sentences using the word that

clearly show its meaning

Page 29: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Supporting EAL learners: Analysing word parts

• Using knowledge of word parts to analyse meaning:

• Suffixes e.g. -able (adjective): lovable; likable; sellable; edible-ly (adverb): gladly; happily; sadly; crazily; sleepily-ment (noun): entertainment; enjoyment; treatment

• Prefixes e.g:-un: undo; unmake; unmissable; untrustworthy; untangle-dis: dislike; distrust; disengage

-bio: biology; biologist; biofuel; biohasard; biodegradable-hydro: hydroelectric; hydrate; hydrocarbon; hydrant-mono: monotheist; monorail; monoglot-poly: polytheist; polymer; polygon; polyglot

Page 30: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Supporting EAL learners: Teaching effective dictionary use

Potential difficulties in dictionary use:• Confusion due to different meanings for the same word• Difficulty in understanding dictionary wording

To choose the right definition, students must:-Use background knowledge about content in the text-Have a sense of the grammatical use in the text-Read and understand each definition

• NB. for students to remember new word meanings, it’s better for them to: -- reword definition in their own words;

- identify synonyms and antonyms; - use word in a meaningful sentence; - recognise that word may be used differently in other contexts.

Page 31: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

A1 BREAKTHROUGH A2 WAYSTAGE B1 THRESHOLD

UNDERSTANDING

Listening

The student can

Reading

The student can

Understand common greetings and everyday expressions of social interaction

Recognise familiar names, words and phrases

Read short sentences about family and immediate concrete surroundings and follow short illustrated texts

Follow a short familiar concrete story

Follow the main points of a general conversation

Read and use classroom notices, labels, captions etc…

Read short sentences on familiar topics using semantic or picture cues

Read patterned and predictable text

Understand the main points of clear standard speech on familiar topics regularly met in school and outside

Follow others’ conversation

Read short texts for pleasure, information and study purposes

SPEAKING

Spoken interaction

The student can

Spoken production

The student can

Answer greetings and questions about self, family and immediate concrete needs

Repeat phrases and ask one or two word questions

(May be able to give an account of an everyday activity)

Ask and answer questions relating to immediate needs

Talk spontaneously with peers (but may not be able to respond to conversational cues)

Give a short description of a familiar event

Describe everyday situations, family, home, school etc…

Describe past activities and personal experiences

Explain choices clearly and simply and give reasons for opinions and reactions

Explore, develop and clarify ideas

Talk to different audiences for a variety of purposes, including telling stories, predicting, reporting, describing and explaining

Global Language Benchmarks (Inclusion and Diversity Service - Toolkit)Global benchmarks for language proficiency for post primary learners based on the Common European Framework of Reference (CEFR}

ccEAL, Proficiency and Academic Achievement

Common European Framework of Reference (CEFR)Inclusion and Diversity Service – Toolkit

Page 32: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Some Cultural Factors

EAL Learning

Ideology implicit in ‘mainstreaming’

What constitutes literacy?

Relationships

School/classroom environment

Page 33: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Supporting EAL learners: Make it clear that …

All languages and cultures are valued!

Page 34: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

• Print out homework on coloured paper to be stuck into homework diaries

• “Coding” on powerpoint slides e.g.

Supporting EAL learners: Final practical tips

Write

Discuss

Think

Copy homework

Page 35: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Summary

• Language minority children educated through medium of the majority language face multiple challenges:- of acquiring the L2 for academic purposes,-acquiring new academic skills and knowledge -integrating socially into new peer groups

• We can support their integration and learning by: - supporting language development by providing context-rich, cognitively demanding instruction and by encouraging vocabulary development.-providing a welcoming, inclusive atmosphere which actively values culture, language and experiences

Page 36: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

ITE Competences

Professional Competence 21Teachers will employ strategies that motivate and meet the needs of all pupils, including those with special and additional educational needs and for those not learning in their first language.

Professional Skills and Application: Teaching and Learning

Aspect of CompetencesEmploy strategies thatmotivate and meetthe needs of pupilswho are not learningin their first language.

Phase Exemplar – ITEDevelop multisensorystrategies that meetthe needs of pupilswho are not learningin their first language.

General Teaching Council for Northern Ireland Teaching: The Reflective Profession

Page 37: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

http://www.emaonline.org.uk/ema/The Ethnic Minority Attainment website offers online access to EAL and bilingual teaching materials, practical advice and links for teachers.http://www.collaborativelearning.org/The Collaborative Learning website is a teacher network promoting inclusive education. The website offers many downloadable resources and teaching activities which are EAL pupil friendly to promote talk in the classroom. http://www.cricksoft.com/uk/home.aspxClicker5 is educational software which supports children's sentence building, suitable for Early Years, Primary, Secondary and Post-16 pupils.http://www.oup.com/oxed/primary/oxfordreadingtree/resources/ORTtalking/Oxford Reading Tree Talking Stories - these aim to support individual reading development and reading skills through the use of ICT.http://www.enchantedlearning.com/sample/index.shtmlThe Enchanted Learning website offers downloadable activity sheets in seven languages. These are particularly good for the EAL beginner pupil. http://www.wordgeneration.org/ Site of an American vocabulary-based intervention. Includes some helpful additional information/videos related to vocabulary learning (particularly aimed at teachers of EAL children)

Useful Links

http://www.naldic.org.uk/ The NALDIC (National Association for Language Development in the Curriculum) website provides a host of information and resources which are specifically relevant to EAL. http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.multiverse.ac.uk/index.aspx The Multiverse website offers teachers and trainee teachers educational resources that relate to the educational achievement of pupils from diverse backgrounds including those who are EAL.www.languageswithoutlimits.co.uk/eal.html Languages without limits provides a fantastic resource for teachers of children who speak EAL. This site has links to a multitude of links including a ‘simple Wikipedia’ for children and adults learning EAL: http://simple.wikipedia.org/wiki/Main_Page

Your User Name
Page 38: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

• http://www.gtcni.org.uk/userfiles/file/The_Reflective_Profession_3rd-edition.pdf General Teaching Council for Northern Ireland Teaching: The Reflective Profession

• http://www.education-support.org.uk/teachers/ids/ Inclusion and Diversity Service for Northern Ireland• http://www.deni.gov.uk/index/support-and-development-2/additional-educational-support/newcomers/ids_inclusion_and_

diversity_service.htm DENI: Inclusion and Diversity Service

• http://www.education-support.org.uk/teachers/ids/toolkit-for-diversity-post-primary/ Together Towards Inclusion: Toolkit for Diversity in the Post Primary School

• https://eal.britishcouncil.org/free-resources-teachers British Council English Additional Language Nexus• https://eal.britishcouncil.org/eal-sector/education-policy-eal-northern-ireland Education Policy in EAL in Northern Ireland• http://www.deni.gov.uk/index/support-and-development-2/additional-educational-support/newcomers/newcomer-pupils.h

tm DENI ‘Newcomer’ page

• http://www.deni.gov.uk/newcomer_time_series_-_suppressed_updated_1314.xlsx Newcomer pupil statistics 2001-2014• http://www.deni.gov.uk/languages_for_the_future.pdf DENI: Languages for the Future . Northern Ireland Languages

Strategy• McKendry, E. 2002. ‘Community Languages in Northern Ireland’, Community Languages Bulletin 11. CILT

Useful Links (NI)

Page 39: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

References• Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.• Beech, J.R. and Keys, A. (1997) Reading, vocabulary and language preference in 7- to 8-year-old bilingual Asian children. British Journal of

Educational Psychology, 67, pp. 405-414. • Burgoyne, K., Kelly, J.M., Whiteley, H.E. and Spooner, A. (2009) The comprehension skills of children learning English as an additional

language. British Journal of Educational Psychology, 79 (4), pp. 735-747. • Burgoyne, K., Whiteley, H.E. and Hutchinson, J.M. (2011a) The development of comprehension and reading-related skills in children

learning English as an additional language and their monolingual, English-speaking peers. British Journal of Educational Psychology, 81, pp. 344-354.

• Burgoyne, K., Whiteley, H.E. and Hutchinson, J.M. (2011b) The role of background knowledge in text comprehension for children learning English as an additional language. Journal of Research in Reading, [Online]. Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9817.2011.01493.x/pdf

• Cameron, L. (2002) Measuring vocabulary size in English as an additional language. Language Teaching Research, 6, pp. 145-173. • Cummins, J. (2000) Language, Power and Pegagogy. Clevedon : Multilingual Matters• Demie, F. and Strand, S. (2006) English language acquisition and educational attainment at the end of secondary school. Educational

Studies, 32 (2), pp. 215-231. • Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world: Scientific insights into the fourth-grade slump

and the nation’s stagnant comprehension scores. American Educator, Spring, 2003. American Federation of Teachers• Hutchinson, J., Whiteley, H., Smith, C. and Connors, L. (2003) The developmental progression of comprehension-related skills in children

learning EAL. Journal of Research in Reading, 26 (1), pp. 19-32. • McKendry, M. & Murphy, V.A. (2011). A comparative study of listening comprehension measures in English as an additional language and

native English-speaking primary school children. Evaluation and Research in Education, 24, 17 – 40. • McKendry, M. (2013) Investigating the relationship between reading comprehension and semantic skill in children with English as an

Additional Language: a focus on idiom comprehension . Oxford , DPhil Thesis.• Rupley, W.H., Logan, J.W., & Nichols, W.D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52 (4).• Sedita, J. (2005). Effective Vocabulary Instruction, Insights on Learning Disabilities, 2(1), pp. 33-45.• Swan, M. & Smith, B. (2005). Learner English, Second Edition. Cambridge: Cambridge University Press.• Vaughn, J.K., Dimino, S., Schumm, J.S., & Bryant, D. (2001). From clunk to click: Collaborative strategic reading. Longmont, CO: SoprisWest.

Page 40: Learners with English as an Additional Language (EAL) Eugene McKendry (QUB) Mairéad McKendry (DPhil Oxon)

Recommended