Improving outcomes for all pupils: supporting pupils learning English as an additional language

2. Improving outcomes for all pupils: supporting pupils learningEnglish as an additional language Prue Reynolds EMA Consultant prue.reynolds96@gmail.com

3. Ofsted Guidance for EAL • English as an additional language (EAL) refers to leaners whose first language is not English. The learner may already be fluent in several other languages or dialects, which is why the term English as a second language (ESL or E2L) is inappropriate and should not be used in inspection reports. The term English for speakers of other languages (ESOL) is used in post-16 provision. The term English as a foreign language (EFL) refers to students studying English overseas or in this country for a specific purpose. It should not be used as an alternative term for EAL.

4. Ofsted Guidance for EAL Inspection guidance Inspectors need not always investigate EAL provision in detail. However, where pre-inspection analysis or inspection evidence highlights particular strengths or weaknesses, inspectors should evaluate provision and outcomes in detail.

6. Knowing your pupils

7. Children of families who have moved from other area of UK Children of students at universities and colleges • EAL Children in ESSEX Refugees & asylum seekers Children born in Essex Children of mixed/dual language/ heritage backgrounds Children of families newly arrived in UK

8. Teachers’ Standards - Standard 5 Adapt teaching to respond to the strengths and needs of all pupils Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development Have a clear understanding of the needs of all pupils, including those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive approaches to engage and support them

9. English as an additional language - EAL English as an additional language (EAL) refers to learners who first language in not English. The learner may already be fluent in one or more other languages or dialects EAL learners are not a homogeneous group. Pupils come from diverse linguistic, cultural and educational backgrounds They will have had different experiences of schooling overseas. Ofsted 2012

10. Tasks facing an EAL learner • acquiring a new language • learning subject content via this language, whilst still a (comparative) beginner in it • accommodating new cultural and linguistic conventions, etc. alongside their existing ones • progressing in their learning from a different start point

11. The stages of Language Acquisition and Mesh guidance on eal • The guide is written principally to support teachers and learning support assistants working with EAL learners in any educational setting and who are at any stage of fluency in the learning of English. It will also support senior leaders in their strategic response to the EAL learners in their schools. As with all MESH guides it seeks to share knowledge with professionals in order to support the growth of evidence informed practice that works in promoting the best in pupil outcomes.

12. MESH guide for eal • This guide chiefly supports the teaching and learning of EAL learners in terms of their language and literacy development, because these skills allow them access to learning across the curriculum. There is deliberate and considerable overlap between the sections of the guide in acknowledgement of the interdependence of language and literacy development. Thus readers will find it helpful to read sections other than those that appear at first to match their interest. In particular it is important that the sections on the left hand side of the guide which present the foundations of second language acquisition theory and the stages of pupils’ fluency are understood to underpin the practical suggestions presented in other sections.

13. Acquiring EAL in the School Context (adapted from Virginia Collier 1994) Language development Social and The EALLearner cultural processes Academic development Cognitive development

14. BICS (Cummins) Basic Interpersonal Communicative Skill CALP Cognitive and Academic Language Proficiency The Iceberg Model

15. The Dual Iceberg Model Common Underlying Proficiency Surface Features of L1 Surface Features of L2

16. What helps?Early Stage Bilingual Learners need…….. • access to the curriculum asap? • to learn how to learn independently? • ample opportunity to hear and read English? • scaffolded opportunities to speak and write English? • support – visual, rehearsal, social, experiential, practical????

17. The stages in learning a new language • Listening and absorbing. (Silent Period) • Responding to instructions. • Imitating and copying. • Trying out short word phrases. • Naming words. • Action words. • Putting names and actions together. • Trying out whole sentences with mistakes. • Correcting mistakes themselves.

18. ROUTE and RATE of learning a new language Most learners with EAL follow the same ROUTE but the RATE is variable … RATE is affected by personality aptitude motivation level of support quality of peer group models

19. How long does it take to acquire conversational fluencyin a language? How long does it take to acquire academic fluency in the same language?

20. How is your CALP? Compute not your immature gallinaceans prior to the puncture of their brittle epidermisCleave gramineous matter for fodder during the period in which the orb of the day is refulgentEvery substance which coruscates is not fashioned from aureate material

21. Can you read Dutch? Ik lees graag Ik heet Irene en ik lees graag. Ik lees graag longe boeken. Ik lees graag korte boeken. Ik lees graag grappige boeken. Ik lees graag verdrietige boeken. Ik lees graag boeken met platjes. Ik lees gewoon graag.

23. BICS & CALP Responds to everyday questions, instructions and comments Responds to a wider variety of questions, instructions, jokes, idiomatic language, etc Limited, non-technical vocabulary Uses subject vocabulary, precise terms and specialised terminology Regular grammatical errors Produces complex sentences and well-constructed arguments Listens for shortbursts Listens extensively and extracts meanings Can talk coherently at length and produces well-constructed arguments Takes short turns as a speaker Has the mechanics of reading but limited comprehension Literal and inferential reading skills Writing reflects speech Can write using a range of genres Finds working independently difficult Can work independently

24. Stage 2 Stage 3 Stage 1 Stage 4 BICS Basic Interpersonal Communication skills CALP Cognitive Academic Language Proficiency

25. Bloom’s Revised Taxonomy by Kurwongbah State School, Australia.

26. Bloom’s revised taxonomy Original and New terms based on Pohl By Kurwongbah State School, Australia

27. DARTSDIRECTED ACTIVITES RELATED TO TEXTS • Key vocabulary including useful phrases • Cloze procedure • Labelling/diagram completion • Graphic organisers • Concerns about Communi • Card sort • Charts and Grids • Dictoglos

29. Research by Professor Victoria AMurphy – University of Oxford • Professor Murphy has recently published a systematic review of intervention research examining English Language and Literacy Development in children with English as an Additional Language (EAL) • One aspect reviewed was Word Generation which was • aimed at enhancing all purpose academic vocabulary.

30. Predictors of low achievement Limited evidence of effective differentiation and lack of/poor use of resources No information shared with staff No clear objectives In School Development Plan Vulnerable BME and bilingual pupils not identified Inadequate monitoring and tracking procedures Lack of knowledge re EAL pedagogy • Limited home school links School does not reflect home culture Wrongly targeted support Other? Low expectations of pupils with EAL Poor admissions and induction procedures