LiLAC Teaching ESL in Mainstream Classes : Language in Learning Across the Curriculum

1. Using LiLAC (Language in Learning Across the Curriculum) to take systemic functional linguistics into the classroom Michelle Stanley and Sharon Davies Enfield Local Authority

2. LiLACTeaching ESL in Mainstream Classes : Language in Learning Across the Curriculum

3. LiLAC Course description • It encourages teachers to see all learning through the focus of language development. • It is built on SFL • Is an intensive, 25 hour training package with gap tasks and readings. • It makes teachers aware of the language and literacy demands of curricular subjects. • It shows teachers how to be explicit about language when teaching EAL students. • Completion of the course gains participants a certificate.

4. Taking it into the classroom:The Integrating English (IE) projects Enfield School Improvement Service has undertaken two projects that aimed to improve outcomes by equipping teachers with an understanding of SFL theory using the LiLAC training. • A small scale local project • A national project funded by the Education Endowment Foundation (EEF)

5. The local IE project • The local IE project was funded by the GLA’s London Schools Excellence Fund. • It used SFL as an intervention in upper KS2 and KS4 classes. • Ten schools were involved in the project, two supplementary schools, 2 secondary schools and six primary schools. • The outcomes of this small-scale project run in Enfield Schools indicated that developing cross curricular literacy might positively affect English outcomes, particularly for primary children.

6. Funding was accessed through London Schools Excellence Fund, Round 3 Our project focused on • Providing teacher development through training and joint working to strengthen teacher skills • SoW were written for Science, Maths and Technology • Embedding learning through trialling and partnership teaching.

7. The project timeline

8. From theory to practice Planning and delivering the 12 hour booster programmes • 12 hours of work with children which included assessment at the beginning and end of the scheme of work (SoW) • SoW had to be cross curricular.

9. What subject is this?

10. Come Dine with me The register continuum

11. Come Dine with me

12. Pupil Fbase line writing

13. Pupil Fbase lineanalysis

14. Pupil F final writing

15. Pupil F final analysis

16. The evaluation (and the issues!) • Schools selected their own control and intervention groups. • Teachers provided all the assessments • Booster teachers used cold and hot tasks for the intervention group. • Class teachers provided English writing levels for both the control and intervention group • Project Oracle provided support with the analysis and evaluation

17. The impact Based on the class teacher assessment of English levels against a control group, children in the booster groups made considerably more progress in their English lessons than those in the control group. Impact at KS2 Against the English subject assessments Expected APS (Average Point Score) progress per year is 3 • APS for the intervention group = 2.1 • APS for the control group = 0.3

18. The IE project teacher learning curve Evidence of student progress. Confidence in my knowledge grew. Plateau towards end of sessions and beginning of boost. Your experience Knowledge Growth peak. Pieces falling into place. Now more room for growth and I use the strategies frequently 2 weeks of Information overload Dip after 3 boosts. “Is it working?” Slowly started making sense. Time The project time line

19. What made it work • SLT buy in at the start • An in-school project leader to monitor and champion the project • The embedded approach to CPD • Supported planning and joint delivery • Encouraging teacher reflection and self evaluation

20. EEF funded IE randomised control trial • Aims to evaluate the impact of the using SFL in upper KS2. • The project is being conducted by Enfield Council, and is being evaluated by Sheffield Hallam University. • The evaluation will track the progress of one cohort of pupils over a full academic year. • 91 schools took part in the training in 5 hubs across England, half were allocated to the control group and the other half took part in the training. • The project started in January 2016 and will finish in July this year. • The evaluation report is due in the summer of 2019.

21. What is happening in the classrooms? Talk partners Modelling Grouping strategies Roles in groups Talk for writing Talk as process and talk as performance Rehearsal of feedback Jigsaw activities / readings Barrier activities Sequencing and justification activities Teaching and learning cycle Text telescoping Inference squares Socratic talk Talk stations Diamond Nine Collocations Nominalisation Nominal groups Field, tenor and mode Graphic organisers Genre Foregrounding (text shaping) Topic sentences Use of visuals Intertextuality Scaffolding Graphic organisers Lexical density Dictagloss Pre and post modification Referencing Semiotics Deconstruction Joint construction

22. Nominal groups Weatheredshabby-chic beachhuts on a hugepowder-whiteBlue Flag beach make this West Sussex spot one of the south coast’s finest for all kinds of beachactivities. You can get involved in sunbathing and safeswimming in sandbar-sheltered tidal lagoons, go rock-pooling or just explore the ecology of the saltmarshes at the westernend of the beach, where East Head marks the entrance to ChichesterHarbour. Behind the beach, the SouthDowns stretch away to offer lots ofgreatcountrysidewalks, too. Time Out, 10 best beaches near London

23. Nominalisation Extermination Invasion Bombardments Execution Rewrite this text using the words above. Under Adolf Hitler the Nazis exterminated millions of innocent civilians in concentration camps or death camps, as they were also known. They invaded many countries and bombed thousands of cities. If the local population resisted, men, women and children were executed as an example to the rest.

24. No looking at your partner’s slide. Sit back to back or erect a screen between you. Between you and your partner you have all the information you need to label all the castles on both your slides Barrier Tasks Motte and Bailey Castle Palace Castle

25. The register continuum

26. Socratic discussion Table activity: You are a Headteacher of a tough inner city school who cannot recruit teachers and relies on agency staff to keep your school functioning • What reasons can you give for the teacher shortage? • What suggestions might you make to alleviate the problem? • What outcomes are you looking for as a result of this meeting? You are a teacher who has recently come into the profession • What reasons can you give for the teacher shortage? • What suggestions might you make to alleviate the problem? • What outcomes are you looking for as a result of this meeting?

27. What questions would you like to ask? Inference grids What can you infer? What can you see?

28. Explore with students their current understandings of rainforests and issues related to the logging of rainforests Ask students to write down their opinions on logging rainforests and the reasons for these opinions Read article Destroying the Earth’s Lungs, establish key arguments by identifying topic sentences in each paragraph and represent these in a visual organiser Read Heathfield Logging Company brochure and identify how the reader is being positioned to view logging The teaching and learning cycle Teacher and students continue to analyse texts which are arguing for or against logging and establish the social purpose of these texts Students re-assemble a written argument which has been cut up into stages and then explore with the teacher the correct order Teacher and students focus on the function of the thesis and the role of the topic sentences in a written argument Teacher and students explore the use of the reference items ‘this’ and ‘these’ in a written argument Studentswrite their own opening paragraph of an argument which argues against the logging of rainforests Teacher checks on students’ opening paragraphs Students complete their argument texts with individual support from the teacher Teacher and students prepare to write a text by establishing the key arguments for and against the logging of rainforests, using a jigsaw activity Teacher and students write the opening thesis of an argument which supports the logging of rainforests Teacher and students write the topic sentences for the subsequent paragraphs

29. Dictogloss

30. Teacher evaluationAdditional information comment

31. Contact details gmichellestanley@yahoo.co.uk Sharon.davies@enfield.gov.uk