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Page 1: Schools Direct EAL training

KAMIL TRZEBIATOWSKIEAL TEACHER AND LITERACY

COORDINATORDECEMBER 2013

English as an additional language

Page 2: Schools Direct EAL training

Who are EAL Learners?

New Arrivals: coming from a school and/or a country where little or no English is used (Stages 1-2)

Others may speak, read or write some English Born in the UK: may have had limited exposure to English before

starting school Advanced learners of EAL: beginner bilinguals orally fluent,

have English skills necessary to operate effectively in spoken English, but not be proficient in using academic language (Stages 3-4)

EAL pupils have a broad range of bilingual experiences. Most have made the UK their home, but some are accompanying

parents on fixed-term contracts with international companies Understanding of how EAL students transfer their L1 (first

language) to L2 (second language) is imperative to help them attain

Page 3: Schools Direct EAL training

Who are EAL learners?

“Pupils learning English as an Additional Language (EAL) share many common characteristics with pupils whose mother tongue is English, and many of their learning needs are similar to those of other children and young people learning in our schools. However, EAL pupils also have distinct and different needs from other pupils, by virtue of the fact that they are learning in and through another language, and that they come from backgrounds and communities with different understandings and expectations of education, language and learning.”

(NALDIC 1999)

Page 4: Schools Direct EAL training

How are they different from other learners?

They are learning a new language through L1They need to learn the content of the

curriculum whilst at the same time learning the English language

They will be affected by their culture, ethnicity, religion and attitudes towards them

They need strategies meeting their language and learning needs at the same time

Page 5: Schools Direct EAL training

I’m not like them and

they’re not like me. I stand

out.

I’ve never been to school

before. It’s really

exciting.

I’m shy. I’ll just nod my head and copy. That way I

won’t get laughed at or told off.

Can I eat this? Can I do that activity?

What will my family say? But

will I like it?

I miss home. Why

did I get sent to this

awful place? How

can I get away from

it?

I just can’t keep up… it’s really tiring, but I have to succeed for my family to

survive in this country.

We get to discuss

things much more...

Why do some people seem to avoid talking to

me? Why do they speak to me like I’m dumb?At my other

school I had much more interesting

work. All I do here is sit

quietly and copy.

Where and when is my next lesson?

Everyone else can do the work,

knows where to go and what to do

next.

Page 6: Schools Direct EAL training

EAL: The Learning Context

Socio-cultural proccesses

Cognitive development

Academic development

Language development

Socio-cultural factors impact on

EAL learners ‘ language,

cognitive and academic

development

Page 7: Schools Direct EAL training

BICS and CALP

BICS Basic Interpersonal Communication Skills

Survival English developed within 1 year; Communicative skills (BICS) within 2-3 years

CALPCognitive and Academic Language Proficiency

5-7 years to operate on the same level with their monolingual peers

Developing full academic proficiency (CALP) may take longer

Language development needs are often masked by oral competence!!

Page 8: Schools Direct EAL training

Cummins’s Framework Quadrant

B

DA

C

Cognitively demanding workActivities requiring deep thinking

Cognitively undemanding workActivities that can be completed without much thought

ConcreteContext embedded

AbstractContext reduced (pupils have little knowledge and can’t relate to)

For CALP, Quadrant B is required; for lessons in C: linguistic and contextual support is required; D is tempting (copying is one example), but should be avoided!

Page 9: Schools Direct EAL training

Cummins: Thinking Skills

BDAC

Cognitively demanding

Cognitively undemanding

Context embedded Context

reduced

GeneralisesCompares and contrastsSummarisesPlansClassifies by known criteriaTransforms and personalises Recalls and reviews information Seeks solutions to problems

Parrots: repeats utterances ofs adult or peers

Copies: reproduces information from board or texts

Reading to find specificinformation:• Identifies, names, matches, retellsTransfers information from onemedium to another:• Applies known procedures• Describes observations• Sequences• Narrates with sense ofbeginning, middle, and end

Argues a case using evidence Identifies criteria persuasivelyDevelops and sustains ideasJustifies opinion or judgmentEvaluates criticallyInterprets evidence & makes deductionsForms hypotheses, asks further questions for investigation, predicts resultsApplies principles to new situationAnalyses, suggests solution and tests

Page 10: Schools Direct EAL training

Cummins: Thinking Skills

Effective planning: challenging learning experiences supported both linguistically and contextually - scaffolded and

modelled lesson framework

Contextual support for pupils’ learning EAL includes: Making connections with and building on pupils’ experience Creating space to use existing knowledge Giving opportunities to talk around a topic across the curriculum. Encouraging the use of first language Building a framework for organising thinking, using key visuals Using visual clues Providing concrete examples of impersonal and abstract concepts

Page 11: Schools Direct EAL training

Planning for EAL students

EAL students

Learning Objectives

Scaffold activities to ensure cognitive challenge; useextension rather than simplification of learning

Language Focus Teach content-based language: vocabulary, language function,structures and grammarUse plenary to reflect on language use and language learning

Context Consider socio-cultural knowledge

Resources Contextual and visual supportWriting framesKey visuals (graphic organisers)Bilingual resources

Use support staff Provide opportunities for pre-teaching, speaking and listeningand evaluation of language learningUse bilingual or multilingual skillsJoint planning: EAL teacher with class/subject teacher

Page 12: Schools Direct EAL training

Planning for EAL students

Demonstrating and modelling

Demonstrate instructions practicallyModel examples of the types of language required for specific tasks, at word, sentence and text/genre level

Collaborative learning Focused oral interaction/planned talk, in pupil’s preferred languageMonitor and reinforce understanding through questioningProvide opportunities for oral rehearsal

Differentiation Group with good language role modelsPlan differentiated tasksWhole class, group or paired work before moving onto individual activities

Use first language Use first language to enhance understanding of key vocabulary and concepts

Page 13: Schools Direct EAL training

Support strategies

Strategy Example

Inclusive environment:Make sure your student can access your classroom’s environment

Display labels and signs in home languagesReflect diversity in visual displaysRelate to the pupil’s cultural background within the curriculum and enable the pupil to draw on his/her own experience

Pairing and mentoringMake sure the students have buddies and make sure they are used

Friendly and out-going pupilGood role model of EnglishIf there is a pupil with the same first language in another class make arrangements for them to meet at other times

Page 14: Schools Direct EAL training

Support strategies

Strategy Example

Practical activities:Get the student to be involved in practical activities in your lessons

Get them to collect books or distribute equipment

Visuals:Provide as many visual aids in different formats as possible

PicturesDiagramsPhotographsFlash cardsPicture dictionariesComputer programsProduce a set of picture cards for the pupils to use to communicate needs (ask for a communication fan if necessary)

Page 15: Schools Direct EAL training

Support strategies

Strategy Example

Key words :Give short vocabulary lists for every unit and examples of required key language

Illustrate key words with simple picturesPre-teach key words before a unit and/or of key words for each unit,lesson, using a bilingual peer or support assistantGet the student to keep their own personal vocabulary bookIf the pupil is literate in first language, they should be recorded in both languages, with a definition in first language

Key visuals:Scaffold learning using key visuals

TablesTimelinesVenn diagramsMatrix chartsFlow chartsPyramid diagramsMind maps

Page 16: Schools Direct EAL training

Support strategies

Strategy Example

Dictionaries: Encourage them to bring their own dictionary to school or use what is available at the school

Talk:Opportunities for talk should be planned

A ‘silent’ period is often a stage ofdevelopment in learning EAL and a pupil should not be forced to respondCreate activities for scaffolded talkUse paired discussion before starting written work

Page 17: Schools Direct EAL training

Support strategies

Strategy Example

Collaborative activities:Plan for regular collaboration with other students

Group tasks facilitate involvement, belonging with peers and the need to experiment with language in order to complete a taskLanguage is modelled by peers A non-threatening environment for learning

Page 18: Schools Direct EAL training

Strategies for Advanced Learners of EAL

Assessment for Learning:

Use of peer and self-evaluation Set and share challenging targets Use on-going assessment to inform planning

Scaffolding:

Draw on pupils’ previous experience Ensure dual focus on language and content Collaborative activities Use Key visuals, e.g. flow charts, cycle diagrams Use writing frames and sentence starters Plan for the effective use of ICT

Page 19: Schools Direct EAL training

Strategies for Advanced Learners of EAL

Speaking and Listening:

Value and use first language Share and practise new ideas Provide good models of English Ensure availability of peer support

Subject-specific language:

Reinforce key vocabulary Teach grammatical features of specific tasks Model language conventions of different subjects Explicit teaching of examination language

Page 20: Schools Direct EAL training

Strategies for Advanced Learners of EAL

Time for students:

To think in language of choiceTo planTo rehearseTo translate

Use other adults:

Target support for individuals and groupsPromote accelerated progress in specific curriculum

areas

Page 21: Schools Direct EAL training

Languages at Twickenham Academy

Pashto; 4 Lingala; 4

Farsi; 7

Albanian; 18

Urdu; 7

Polish; 15

Swedish; 5Portuguese; 5Panjabi; 5

Arabic; 8

Italian; 1

Vietnamese; 4Somali; 4

Akan; 1Bulgarian; 3

Russian; 2

Serbian; 2

Nepali; 2Lithuanian; 2

Thai; 1Yoruba; 2

Chinese; 2

Bengali; 3Romanian; 2

Hindi; 2 French; 2 Spanish; 2 Sinhala; 1 Turkish; 1Croatian; 1 Swahili; 2

32 Languages

Pashto Lingala Farsi Albanian Urdu Polish SwedishPortuguese Panjabi Arabic Italian Vietnamese Somali AkanBulgarian Russian Serbian Nepali Lithuanian Thai YorubaChinese Bengali Romanian Hindi French Spanish SinhalaTurkish Croatian Swahili Gujarati

Page 22: Schools Direct EAL training

What do we do for EAL Learners at Twickenham Academy?

Provision for students: Targeted support for EAL students in small

intervention groups (up to EAL Level 3 in KS3 – English / Literacy; underperforming students in KS4 – English, Maths, Science)

1-to-1 EAL teaching to lower EAL levels students as required

In-class support for students across the entire curriculum in close collaboration with subject teachers

Paired Reading (Unitas TextNow) programme for selected Y7-Y8 EAL students

Page 23: Schools Direct EAL training

What do we do for EAL Learners at Twickenham Academy?

Monitoring students’ progress – ensuring improvement: EAL Register EAL Levels grids Support Logs Teaching and Learning Logs EAL Provision Map Analysing pupil trackers and planning appropriate

action Individual Education Plans for lower level students

(usually up to L2) Re-assessing students’ levels on a half-termly basis

Page 24: Schools Direct EAL training

What do we do for EAL Learners at Twickenham Academy?

Advisory role: Promoting Language for All across the entire school:

Training sessions (CPD) Advising teachers on successful strategies with EAL

learners (both at early stages of English language development and advanced learners)

Producing newsletters / advice / strategies documents for the entire school

Door open for any teacher who wishes to receive personal advice on how to better teach their EAL learners

Page 25: Schools Direct EAL training

When a new student arrives

Interview with a parent / parentsInitial assessments / collaboration with the

Inclusion TeamTour of the school and explaining any arising

issuesFinding a buddy for the initial periodMonitoring the student’s progress (Success

Criteria for New Arrivals)

Page 26: Schools Direct EAL training

Most useful documents

EAL PortalEAL RegisterEAL Stages gridsEAL Parental Interview forms (for new- and

mid-phase arrivals)IEPs (for students at levels 2 and lower)Success CriteriaScaffolding Resources (at EAL Portal)Cross-curricular Teaching Strategies for New

Arrivals


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