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EAL Programmes in the
Elementary School
at NIST
Years 2 - 6
Kyla Kopperud
20 September 2011
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ESL to EAL
ESL = English as a Second Language
EAL = English as an Additional Language
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Year Level EAL Specialists
Y1 Cristina Landazabal [email protected] Y2 Eva Kucera [email protected]
Y3 Joanna Johami [email protected]
Y4 Nigel Sheppard [email protected]
Y5 Aixa Avila Mendoza [email protected]
Y6 Kyla Kopperud [email protected] AA Khun Masmon (Ya) [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]8/4/2019 Y2-6 Parent Seminar Sept 2011
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Todays Session
Language acquisition
Factors affecting additional language learning EAL Programme at NIST
How can you help as parents
Questions
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Ice Breaker
Turn to the person sitting beside you and
discuss:
How many languages they speak?
How they learnt these languages?
Whether or not they consider themselves abilingual
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Additional Language Acquisition
based on research of:
Krashen, Cummins, Chamot & OMalley, Thomas & Collier
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Mother Tongue/ First Language
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Mother Tongue/ First Language
500w
ords
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Mother Tongue/ First Language
500w
ords
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
3000 words
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
3000 words
Advanced Language Proficiency
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
3000 words
Advanced Language Proficiency
500w
ords
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What type of foundation are you providing?
How can you strengthen your childs
foundation?
Are you helping your child to build a hut or
a house?
Questions for Reflection
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BICS and CALP
Basic Interpersonal
Communicative Skills
Playground or Social English
1 - 2 years to acquire
Socially successful
Cognitive Academic
Language Proficiency
Academic English
5-7 years to acquire
Academically successful
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Learning Different Levels of Language"Cognitive - Academic Language Learning"
0
2
4
6
8
10
12
pure
beginn
er
afte
roneye
ar
afte
rth
reeyea
rs
afte
rfiv
eyea
rs
afte
rsev
enyea
rs
Number of Years of Language Learning
LevelofLanguage
Proficiency
theoretically expected
learning curve
Basic Interpersonal
Communication Skills
Cognitive/Academic
Language Proficiency
Levels of Language Proficiency
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Level of mother-tongue proficiency
Family support
Motivation
Personality and learning style
Access to native speakers
Similarity of home language to English
Factors affecting language learning
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Cannot be put on a schedule or timetable
Rate differs
Pressure produces adverse results
How long will it take?
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Goals of the EAL Programme
Short-term:
to help English language learners become
successful both socially and academically in anEnglish speaking environment
Long-term: the successful development of bilingualism
d f
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WorldLanguage
Options
Entry Procedure for non-native
English speakers
Placement in a non-EALsupported Homeroom
Placement in an EALsupported Homeroom
Admissions Screening
for EAL needs NOYES
EALPOSSIBLE EAL
EAL Dept
Assessment
NO
EAL Dept
Assessment
YES
EAL Dept
Assessment
YES
If a child has been
incorrectly placed the
teacher contacts the EAL
Year level teacher and the
EAL Coordinator forfurther assessment
Exclusion Letter (Monitor)Accounts Notified
Additional English for Beginners
for max. 1 year then transition to A
Language
A Language (if available)
B Language
Placement LetterAccounts Notified
A Language (if available)
B Language
A Language (if available) or
B Language for Intermediate/Advanced EAL students
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Language in the PYP
Learning Through
Language
Learning
Language
Learning
About
Language
Understanding the mechanics ofhow language works
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The EAL Programme at NIST
1 EAL teacher per Year level teaching team
Joint responsibility for language learning
Academic context of the classroom
Co-teaching, in-class language support,
withdrawal (pull-out)
Collaborative planning
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Co-Teaching:
Language support
Small group instruction
Large group instruction
Modifying and
scaffolding activities
Explicit Language Instruction
Phonics
Vocabulary Readingstrategies
Grammar, spelling
Pronunciation
The ESL Programme at NIST
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Individual Support
S ll G S t
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Small Group Support
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Pl t d M t
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Placement and Movement
Movement
3 levels Beginner,
Intermediate ,Advanced
Standardized assessment
Language learning
continuum target set and
communicated during 3 way
conference
ExitStandardized assessment
Feedback from teacher;portfolio
Advanced stage of language
learning continuum
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Communication
EAL 3-way conferences
October set learning target(s)
January review progress and set new target(s)
June review progress and communicateplacement for next year
Date: 27 January 2011 Review : June 2011
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Strand Learning Target(s)
SpeakingListeningReadingWriting
1. Self-editing written mechanics (making sure you use
complete sentences, correct verb tense, punctuation,
and prepositions).
2. Ensure that your written work reflects your best efforts
at all times
What will we do at school?
We will continue to supportKais language learning by providing in-class
support and explicit instruction in the form of:
small group teaching to ensure that the concepts of the Unit of
Inquiry are fully understood
small group instruction to target the mechanics of the English
language individual guidance through the writing process particularly with
revising and editing stages
guidedreading in the form of literature circles
What can you do at home?
To help Kai progress along the language learning continuum, you should:
ensure that he is reading the books sent home. 20-30 minutes per day is
recommended. Ask Kai to respond to what he read by asking questions anddiscussing characters, plot, conflict, etc. Please do this in Korean.
During the 2x weekly tutorial sessions at home, please ask the tutor to
help Kai with applying learnt grammatical structures in his writing.
Knowing about grammardoesnthelp unless he is using what he is being
taught.
decrease grammar input and increase creative writing and factual writing.
Date: 27 January 2011 Review : June 2011
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Home support How to help?
Use your mother-tongue and insist that yourchild uses it at home
Read in English and discuss the story in yourmother-tongue
Encourage your child to get involved in after-school activities
Be supportive and patient
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