E nglish as an A dditional L anguage

2. Group A English as an Additional Language Learning Objectives: 1) To explore strategies for teaching EAL students. 2) To equip GTs to select the most effective strategies for each individual student.

3. Story Writing with8 Campion TRANSLATING KEYWORDS and WRITING in HOME LANGUAGE

4. Beware the Sand(ing) Machine! SETTING THE CLASSROOM CONTEXT

5. Learning Objectives -To learn what Embroidery is -To use Satin Stitch

6. Needle • Hessian Thread (Translation) (Translation) (Translation) • Embroidery • Satin Stitch (Translation) (Translation) • Potential starter/recap activity for a future lesson – Matching pictures to keywords

7. Teacher Demonstration Potential mini plenary – sketching using whiteboards process of stitching

8. YOUR TURN! 2 MINUTES Differentiated worksheets: • Black and white pictures • Coloured pictures • Coloured pictures with words • Written instructions

9. A B Insert your needle into the back of the hessian and pull it through A Put the needle back into the hessian at B Thread the needle C Your 1st stitch is complete Bring the needle back through C. Repeat the stitch until you have completed the shape.. Completed satin stitch

10. Plenary Sentence starters to be filled in using today’s keywords – Today I learned …. The tools I used… I was able to…

11. Lesson structure This structure can be used to aid your EAL students process of learning. It can be used within lessons or over a unit of work to ensure that the EAL student is making progress in assessable, incremental stages.

12. Understanding the assessment of EAL students

13. SEN Code of Practice (DFES, 2001) “Lack of fluency in English should not be thought of as a Special Educational need in cognition and learning”

16. Listen and respond without delay in conversation on a range of topics. Use of complex sentences in their work. 1S - Level 1 Secure Can read aloud, pronunciation is understandable. Can convey what they mean. 1T - Level 1 Threshold S2 - Step 2 Beginning to know conversation English. Can follow a text, basic conversation. Complete beginner. Can say and recognise name, familiar words. May be familiar with the alphabet. S1 - Step 1 QCA – Scale for Language Acquisition

17. Sequence of language development • 2) Listening • 1) Silent • 3) Speaking • 4) Reading 5) Writing

18. BICS Cognitive Process Knowledge Comprehension Application Analysis Synthesis Evaluation Language Process Vocabulary Pronunciation Grammar Semantic Meaning Functional Meaning CALPS Corresponds directly to Blooms’ stems!

19. Thomas and Collier (1997) Thomas and Collier (1997) revealed that 5-7 yrs may not be an accurate time span to achieve CALP and that a key element would be the length of formal education a child had received in their first language. Children that had arrived before the age of 8yrs required 7 – 10 years to achieve CALP; while those who arrived after 8yrs required an average of 5-7 years.

20. No one student is the same. EAL is a label that covers a vast range of students with a vast range of needs. EAL and Socialand Cultural needs ‘When students’ language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning’. Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse Society. Second. Ed. (Los Angeles CA: California Association for Bilingual Education) p2

21. Feelings: new language + new school + new country = FEAR 1) Refugees 2) Religion / Racism 3) New style of teaching and learning

22. MUSIC, Makes the People… + = How do you ensure your classroom is a safe and secure environment for all your learners?

23. Parental involvement is ‘particularly significant in assisting their children’s academic achievement.’ Smyth, G. (2003) Helping Bilingual Pupils to Access the Curriculum. (London: David Fulton Publishers) p27 1) Communicating with parents 2) Valuing home language and culture 3) Redeeming time away from school Different Systems:

24. Difficulties and solutions: 1) Language differences 2) Buddies 3) Teacher’s approach “I’m his dictionary! I get tired of translating for him every day; it’s hard work. But when I first came here people helped me and now it’s my turn to help.” (Fluent bilingual year 10 student who is a buddy for a new arrival EAL at Hendon School) Difficulties and solutions: 1) Language differences 2) Buddies 3) Teacher’s approach ‘Ensure a supportive and stress-free environment in which language and learning can take place... Trying to operate in a language in which you are not fluent is stressful and tiring so learners need restful times during the day.’ Gravelle, M. (1996) Supporting Bilingual Learners in Schools. (Stoke-on-Trent: Trentham Books) p24

25. EAL and Social and Cultural needs: A Huge Challenge ‘Underachievement is not caused primarily by lack of fluency in English. Underachievement is the result of particular kinds of interactions in school that lead culturally diverse students to mentally withdraw from academic effort.’ Gravelle, M. (1996) Supporting Bilingual Learners in Schools. (Stoke-on-Trent: Trentham Books) p77

26. EAL and Social and Cultural needs: A Huge Opportunity ‘Bilingualism is the common language experience of the majority of the world’s population and is not a learning difficulty but an opportunity for extending cultural and social expression.’ Kahin, M. H. (1997) Educating Somali Children in Britain. (Stoke on Trent: Trentham Books) p45

27. Case Study 1) Readthe pen portrait. 2) Decide what level they are on the QCA scale and write it in the box. 3) Make a note of key information about their background and how this impacts on their individual needs. 4) Use the Strategies/Task/Resource box to plan/illustratehow you could engage the student in the identified lesson. 10 MINUTES

28. Group Feedback 3 MINUTES • Did an insight into the student’s feelings and background impact at all on how you planned for them? How? • How will this impact on your future practice? Stick your post it… …On our TOM-bola!!!  OUCH! No pins allowed!