Home >Documents >Working with EAL Students

Working with EAL Students

Date post:23-Feb-2016
Category:
View:34 times
Download:0 times
Share this document with a friend
Description:
Working with EAL Students. Louise Prior, SCL (English Whole School). Date : 22/08/ 2013. Induction Week. - PowerPoint PPT Presentation
Transcript:

PowerPoint Presentation

1Working with EAL StudentsDate: 22/08/ 2013Louise Prior, SCL (English Whole School)2Induction Week 3 Educator and author, George Sampson's words from 1922 remain so relevant today: Every teacher in English is a teacher of English, and all our pupils will benefit from a consistent approach. (Geoff Barton)AimsTo consider second language acquisition by:

Exploring barriers Looking at how we can support the learning and understanding of EAL studentsUsing strategies and tools to ensure students needs are being met 4Task: Exploring Barriers to Learning 5Barriers to Learning for EAL Students include:FamilyMany parents do not have proficient language skills themselvesLack of spoken English in home Cultural expectations of boys and girlsAspirations of different ethnic groupsSchool or Education settingLow self esteemLack of Bi-lingual resourcesPrior education Lack of motivationCommunityLimited access to activities and facilities SRS Students are not a homogenous (same) groupMany students born in UAE and other Arabic countries but enter school having limited experience of literacy in their own mother tongue and in English as their second languageTheir school careers, life experiences and family backgrounds are wide and varied - many do not speak English in the home. Within secondary classroom there is a tremendous diversity in students ability and oracy and literacy skills. 7Some things SRS students sayYou want me to open/close the light? Missing out the auxiliary verb Do? And using open in wrong context.

We go now? instead of Will we or we will. Translating literally from Arabic instead of using English skills. You will find students punctuate their sentences with Arabic phrases such as Yani and Wallah encourage students at all times to talk English in BC classes. 8Specific information about students in your classroom enables you to support them better

Most of this student data is available either on SIMS or on your class sets/lists Country of origin First languageEducation HistoryCurrent Working LevelsEthnicityIEPs You should use this to inform your planning and differentiation. It is expected that you keep records and use this in your formal Lesson Observations. 9Multi-sensory learning within the Classroom When learning new vocabulary students need to

10

See them Use them in another context Hear them Revise them Write them Read them Put them in a sentence Instant Support Strategies

11

Translate Listen attentively to studentUse the internetUse visual aidsSimplify texts & focus on key wordsUse bilingual or picture dictionary

Explain , model languagemindmap

Draw picturesLabel diagrams glossariesEmilie and her Grandfather show great kindness to Joey and Topthorn. They tend to their wounds and make sure that the horses have food, warmth and shelter. It was little Emilie and her Grandfather who insisted they should look after us. They rubbed us down and saw to our sores and bruises. They fed us, watered us, and groomed us and somehow always found enough straw for a nice warm bed. Expressions such as look after, rubbed us down, saw to tell us how gently the horses were treated. Other evidence is the fed us, watered us, groomed us and warm bed. This shows how Emilie and her Grandfather welcomed the horses and made them comfortable. This reminds us of how .. Point Quote and ExplanationUsing Point, Quote, Explain (PQE) - Modelling Answers & ParagraphsSelect key words in the question and circle themUnderline the key features from the passage that relate to the questionMake sure that you find at least 8 pointsMark each of them with a number Answer in a paragraph using a topic sentence relating to the questionReword (where possible) the main point from the chosen featuresIn your OWN wordsSequence using Firstly, Secondly, Moreover, Finally or other suitable link phraseExpress yourself using third person, present tense, formal tone and accurate spelling & punctuation. NO introduction or conclusion requiredblissfulgleamedstingingdevelopedtreatsenjoyedkindlyweirdhurtfulsimpledelightfulappreciatedestablishedclothingbasicwarm-heartedexhaustedluxuriesshatteredhumbletraumatisedgarmentsshonestrangeHow to SUMMARISE SYNONYM STARTERS FOR KEY WORDSFurther support strategiesLearning Objectives need to be clear, concise and specifically linked to the success criteria and skills eg: L/O To be able to solve a linear equation with unknowns on both sides using the balancing method.Highlight key parts of sentence structure verbs, nouns, subject Pre-teach words and given them emphasis through voice toneProvide opportunities to practise words through different contexts Use visual organisers, tables, charts, writing frames and diagrams Provide word banks or clouds to support languageUse Learning Mentors or colleagues (if team teaching) to visually harvest learning13 Classroom Strategies 14Give time to plan and to talk Encourage oracy Make eye contact Abdullah Create opportunities for groupworkCheck understandingCue them in know their names

15

16 In his text, Dont call it Literacy, Our most effective teachers will, as well as knowing their subject, have used the specialised vocabulary of their subject: its one way that we will have identified them as experts. Yet this in itself isnt enough. Great teachers dont just use big words. Its about teaching not just using the specialist vocabulary of our subject. 17 Its about knowing the key vocabulary, the nouns, verbs and connectives, that help us to express our knowledge in the language of the expert or enthusiast. Key Points to RememberBilingualism is an asset.The first language is key to an EAL pupils identity, learning and acquiring an additional language. If they speak in broken English, its because they know another language.Mental challenge can and should be kept appropriately high through the provision of linguistic tools and contextual support.Language acquisition goes hand in hand with cognitive skills (perception, reasoning, rationalising, evaluating higher order thinking) and academic development with an inclusive curriculum as the context. 18http://tmenglish.org/index.php?option=com_content&view=article&id=181:5-ways-to-give-positive-feedback&catid=12&Itemid=134http://www.creativeeducation.co.uk/blog/index.php/2012/02/developing-the-writing-skills-of-eal-students/http://www.languageswithoutlimits.co.uk/eal.html#ESOLhttp://worditout.com/

Useful Links/Websites1920

Popular Tags:

Click here to load reader

Embed Size (px)
Recommended