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8/10/2019 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
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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.cfm8/10/2019 Teaching EAL Students
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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.