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Putting the ‘ literate ’ into scientific literacy:

Putting the ‘ literate ’ into scientific literacy: Developing the communication skills of EAL learners in science NALDIC Conference 16 th November 2013 Manny Vazquez

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Putting the ‘ literate ’ into scientific literacy:

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  1. Putting the ‘literate’ into scientific literacy: Developing the communication skills of EAL learners in science NALDIC Conference 16th November 2013 Manny Vazquez HOUNSLOW LANGUAGE SERVICE Hounslow Language Service

  2. Session Content 1. Lily Wong Fillmore’s 6 conditions for effective classroom environments for EAL learners 2. The notion of the teacher as the model for academic language 3. Using active listening tasks 4. Scaffolding language or inhibiting scientific thought? 5. Let’s do a practical! 6. Questions / Plenary

  3. 1. Lily Wong Fillmore’s 6 conditions

  4. Effective classroom environments(Lily Wong Fillmore) 1. Teacher-directed instruction 2. Heterogeneous groupings 3. Appropriate content 4. Attention to language 5. Corrective feedback 6. Supported practice

  5. 2. The teacher as the model for academic language Teaching note-taking skills

  6. 3. Using active listening tasks

  7. Use Active Listening Tasks Bingo (receptive) Active vocabulary tasks (productive) Active tasks (observational) Active tasks (sequential)

  8. BINGO!

  9. Make a bingo card

  10. Choose 6 from this list to make your bingo card predator prey food web food chain producer consumer primary consumer secondary consumer

  11. Active listening • Productive tasks

  12. Year 8 Pupil Writing approximating to NC Level 2 • EAL teacher’s current objectives on her needs analysis form: • Develop use of the simple past tense • Consolidate pupil knowledge of the 80 most frequent irregular verbs

  13. Example of an outstanding lesson

  14. Pupil Writing “Sound is quicker travel the light” “Because sound can’t travel the vacuum”

  15. 4. Scaffolding language or inhibiting scientific thought?

  16. What am I? • What do you think it is? • How big do you think it is? • Where do you think it might be found? • What do you think it might be associated with? • Why might it be important?

  17. Model an ‘expert’ discussion

  18. Model an ‘expert’ discussion S: Around the top we seem to have some protrusions G: Yes, I think its microscopic S: What makes you think that? G: Because its see-through S: Okay S: And because its blurry G: Yes, because its blurry in certain spots and not in others S: I think its in water…something like a pond creature

  19. Analyse the language used

  20. What the teachers directly modelled for the pupils as the lesson starter • What do you think it is? • How big do you think it is? • Where do you think it might be found? • What do you think it might be associated with? • Why might it be important?

  21. What the pupils discussed • What do you think it is? • How big do you think it is? • Where do you think it might be found? • What do you think it might be associated with? • Why might it be important?

  22. Scaffold activities based around this language What the pupils did during the starter…

  23. Ranking Activity TASK Rank the statements in order of which ones would most help you work out what the creature is Prepare a report back, justifying your order

  24. 5. Let’s do a practical!

  25. Objectives • To know how sound is transmitted through solids and through a gas. • To be able to describe this process both orally and in writing

  26. Key words & phrases Additional input for EAL: A coat hanger is used to hang up coats, jackets, shirts, dresses and shirts. A metal coat hanger … A plastic coat hanger … A wooden coat hanger

  27. Additional language practice A coat hanger can be made of …….. A coat hanger can be made of …….. A coat hanger can be made of …….. metal plastic wood wooden

  28. 6. Questions / Plenary

  29. Contact details For further information contact Hounslow Language Service Tel. 02085381802 Mob. 07891618408 www.ealhls.org.uk e-mail : rehana.ahmed@ealhls.org.uk or andy.harvey@ealhls.org.uk

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