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Teaching EAL Students

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    Supporting Students With

    English As An Additional

    Language

    Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3

    2008-09 (Lead PDS: The Park Community School. Contact Chris Ley

    ([email protected])

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    To consider the factors affecting students fromdifferent countries

    To extend the knowledge of strategies to support

    EAL students

    To gain a basic understanding of language

    acquisition

    AIMS

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    Terms and Definitions

    EAL-ENGLISH AS AN ADDITIONAL

    LANGUAGE

    BME-BLACK MINORITY ETHNIC

    ASYLUM SEEKER/REFUGEE

    L1

    -FIRST LANGUAGE

    ASR -

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    EAL Pupils in

    Plymouth

    Schools

    Children of

    established

    ethnic minoritycommunities

    in Plymouth

    Children of

    medical staff at

    Derriford

    Children of

    students at the

    university

    Refugees and

    asylum

    seekers

    Children of mixed

    nationality

    marriagesChildren of EU

    Nationals

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    Whatever their diverse backgrounds, they share a

    common and distinctive task which is to 'catch up'

    with a moving target by learning an additionallanguage whilst simultaneously learning National

    Curriculum content, skills and concepts

    Despite continuing and increasing global mobility,

    there is very little systematised provision to support

    learners in this task

    There is no 'national curriculum' for English as an

    additional language, nor a distinct national

    assessment system

    http://www.naldic.org.uk/ITTSEAL2/teaching/Task.cfmhttp://www.naldic.org.uk/ITTSEAL2/teaching/Task.cfm
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    Barriers To Learning For EAL Students

    Child or Young

    Person

    Family

    School

    Educational

    Setting

    Wider

    World

    Community

    CULTURAL EXPECTATIONS

    OF GIRLS AND BOYS LACK OF BI-LINGUAL

    RESOURCES

    EXPERIENCE OF

    TRAUMATIC EVENTS

    LIMITED ACCESS TO

    ACTIVITIES AND FACILITIES

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    FAMILY LOSSOF A FAMILY MEMBERLACK OF EXTENDED FAMILY

    CULTURAL EXPECTATIONS OF GIRLS AND BOYS

    ASPIRATIONS OF DIFFERENT ETHNIC GROUPSMIXED DISCIPLINARY APPROACHES

    LACK OF FATHER OR AUTHORITY FIGURE

    SCHOOL OR

    EDUCATIONAL

    SETTING

    LACK OF MOTIVATION

    LOW SELF-ESTEEM

    LACK OF BI-LINGUAL RESOURCESPRIOR EDUCATION (ZERO HERO!)

    WIDER WORLD LACK OF POSITIVE ROLE MODELSRACISM / ISLAMAPHOBIA

    EXPERIENCE OF TRAUMATIC EVENTS

    NEGATIVE ATTITUDES TOWARDS MIGRANT WORKERS

    MEDIA CONSTRUCTED IMAGE OF COUNTRIESLENGTHY AND ONGOING ASYLUM CLAIMS

    COMMUNITY LIMITED ACCESS TO ACTIVITIES AND FACILITIESCULTURE OR IDENTITYCRISIS

    POOR HOUSING

    ANXIETY AROUND AUTHORITY FIGURES

    BARRIERS TO LEARNING FOR EAL STUDENTS

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    It will be helpful to know this information

    about EAL pupils in your classroom.

    Country of Origin

    First Language

    Other Languages Spoken in FamilyImmigration Status

    Number of Years in the UK

    ReligionEducation History

    Ethnicity

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    A number of factors will have an impact on the

    development of pupils' language skills and their ability

    to apply these skills to their learning across the

    curriculum:

    the age at which pupils enter the educational system

    their previous experience of schooling and literacy intheir first language;

    their knowledge, skills and understanding of

    languages and the school curriculum;

    home and community expectations and understanding

    of the education system;

    support structures for learning and language

    development at home and at school

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    EAL students are not a homogeneous group.

    Some pupils are born in the UK but enter school speaking little orno English and have limited or no experience of literacy in theirfirst language.

    Some pupils are born in the UK but enter school speaking little orno English. However, they have some experience of literacy intheir first languages.

    Some pupils arrive between the ages of 5 and 16 without literacyor oracy skills in English but with age equivalent skills in literacyand oracy in their first languages, and sometimes in otherlanguages as well.

    Some pupils enter the school system between the ages of 5 and

    16 without literacy or oracy skills in English and with limited or noliteracy skills in their first language due to disrupted schooling.

    In addition, some pupils have suffered emotional andpsychological stress as a result of family loss or social andeconomic disruption to their lives in their countries of origin.

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    There are steps involved in

    learning a new language.

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    Listening and absorbing. (Silent Period)

    Responding to instructions.

    Imitating and copying.

    Trying out word phrases.

    Naming words.

    Action words.

    Putting names and actions together. Trying out whole sentences with mistakes.

    Correcting mistakes themselves.

    The stages in learning a new language

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    How Long Does It Take ?

    1-2 years for BICS ( basic

    interpersonal communication skills)context embedded

    Ref: Jim Cummins (1984) Clevedon: Multilingual Matters

    5-7 years for CALPS (cognitive academiclanguage proficiency)context reduced

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    Teaching New Language

    When learning new words, EAL pupils need to:

    See them

    Hear them

    Read them

    Write them

    Put them in a sentence

    Revise them

    Use them in another context

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    Comprehensible input

    where meaning is made clear through the use of

    context clues (body language, visual support).

    According to Krashen three conditions are

    necessary to promote language acquisition

    A stress-free environment

    where the learner is able to take risks and learn

    from mistakes as well as successes.

    The right to be silent

    where the learner is allowed time to listen and

    tune in to the language before attempting to

    speak

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    Explain,

    model

    language

    Instant Support Strategies

    Draw pictures Listen attentively

    to the child

    Use a bilingual

    or picture

    dictionary

    Use visual

    aids

    Use the

    internet

    Translate

    Simplify text and

    focus on key words

    Highlight key

    part of sentencestructure

    Label diagrams

    Develop bi-lingualkey vocabulary lists

    Pre-teach key

    words and give

    them emphasis

    through voice tone

    Provideopportunities

    to practise key

    words in

    different

    contexts.

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    Make eye contact Give time to plan and to talk

    Cue them in

    Check understanding

    Help them sequence

    GEORGE

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    Filling in gapsin sentences (cloze activities).

    Labelling: diagrams, sketches and pictures in Englishand/or first language.

    Sorting: listing key words in alphabetical order; writing trueor false about a sentence.

    Sequencing: sketches/drawings and key words/sentences.

    Copying key sentencesthat contain the main ideas of thelesson. For example, the five key points of the lesson.

    Dictionary exercisesusing both English and duallanguage dictionaries.

    Matching activities: sentence halves; sketches/drawingswith words and phrases; key words and definitions.

    Copying key wordsfrom the board or a prepared sheet ofkey words and phrases to translate and refer to.

    Re-ordering sentencesbased on topic.

    Compiling a picture glossaryof vocabulary related to thesubject.

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    Bilingualism is an asset.

    The first language is key to an EAL pupils identity,

    learning and acquiring an additional language.

    Cognitive challenge can and should be kept

    appropriately high through the provision of linguistic and

    contextual support.

    Language acquisition goes hand in hand with cognitive

    and academic development with an inclusive curriculum

    as the context.


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