Teaching strategies for EAL Advanced Learners: Tools & Frameworks that can help when thinking through the language

1. Teaching strategies for EAL Advanced Learners: Tools & Frameworks that can help when thinking through the language associated with the content

2. Language functions • Identifying • Naming • Sequencing • Describing • Sorting • Asking questions • Comparing and contrasting • Explaining • Deducing • Hypothesising • Generalising • Reasoning • Problem solving • Analysing • Ranking • Evaluating

3. Science in the National Curriculum Find out about different plants and animals in the environment Identify light sources How a switch can be used to break a circuit Use knowledge of liquids to decide how a mixture might be separated

4. What are key visuals? Visual organisers such as tables, charts, diagrams An aid to present information clearly Help pupils’ conceptual development

5. Scaffolding pupil talk Cat Hawk Squirrel Mouse Consumer/ prey Producer Predator Seeds Mouse Cat

6. EAL Planning Framework (Pauline Gibbons) Sorting animals into plant/meat eaters Meat Plants Leaves Cat T chart Picture of garden Classifying This is a.. It eats.. Creating a food chain Flow diagram Picture of garden Sequencing a process First… The ..eats.. The …is eaten by.. Producer Consumer Prey

7. The Knowledge Framework (Mohan 1986)

8. The Knowledge Framework, (Mohan 1986) Evaluate moves according to strategies Classify chess pieces Understand the rules for moves Choose appropriate moves Identify chess pieces Sequence moves

10. The Knowledge Framework Task Acid Rain example

11. Framework for the integration of Language and Content Content-obligatory language Assessment of learner needs (on-going) EAL teacher Content teacher Genesee, Met & Snow (1989) Content-Compatible Language

12. Series & parallel circuits

13. Series & parallel circuits

14. High cognitive demand Context embedded Context unembedded Low cognitive demand The Cummins model of language proficiency Shopping abroad Talking about a shared activity as it is performed Listening to a story on the radio Talking and listening on the phone

15. High cognitive demand Context embedded Context unembedded Low cognitive demand The Cummins model of language proficiency Reflecting on and talking about feelings Hypothesising Justifying behaviour Cline & Frederickson (1996) Curriculum Related Assessment Clevedon: Multilingual Matters

16. High cognitive demand Context unembedded Context embedded Low cognitive demand The Cummins model of language proficiency Argues a case using evidence persuasively; identifies criteria, develops and sustains ideas; justifies opinion or judgement; evaluates critically; interprets evidence, makes deductions; forms hypotheses, asks further questions for investigation, predicts results; applies principles to new situation; analyses, suggests solution and tests Generalises; compares and contrasts; summarises; plans; classifies by known criteria; transforms, personalises given information; recalls and reviews; seeks solutions to problems • Reading to find specific information: • Identifies, names, matches, retells • Transfers information from one medium to another • Applies known procedures; describes observations; sequences; narrates with sense of beginning, middle, and end Parrots: repeats utterances of adult or peer Copies: reproduces information from board or texts

17. High cognitive demand Context embedded Context unembedded Low cognitive demand KS1 – Floating and Sinking Makes predictions about other objects in classroom which might float/sink Can state why they think objects sink or float Sorts objects by other qualities e.g. heavy/light wood/metal Can suggest questions/ideas based on everyday experience which can be tested Can predict other objects (not present) which would float/sink Can make series of related observations Uses observations to compare expected outcome with that observed and make conclusions • Sort objects into sets : ‘these sink’ – ‘these float’ • Water play: child states ‘this floats’; • ‘this sinks’ • Language: pre-teach on; under; floats; object names e.g. scissors; cork

18. What they all share in common All planning starts with… The language function

19. Planning for “What am I” and “Odd one out” Subject Thinking • Involves skills: • Speculate • Hypothesise • Compare • Classify • Organise Expression

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

21. The task shapes the language!! • Model a discussion as if being done in front of a class – record and transcribe • Analyse language used and prepare scaffolded activities based around this language • Teachers present same talk in front of class – pupils listen out for particular bits of language on prepared activities and record / tick • Pupils feed back on language they observed • Pupils now discuss new picture – film / record

22. 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?

23. 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?