1. working with eal students date: 22/08/ 2013 louise prior, scl (english whole school) 2 induction...
TRANSCRIPT
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Working with EAL Students
Date: 22/08/ 2013
Louise Prior, SCL (English Whole School)
Induction Week
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Educator and author, George Sampson's words from 1922
remain so relevant today: “Every teacher in English is a teacher of
English, and all our pupils will benefit from a consistent
approach.” (Geoff Barton)
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Aims
To consider second language acquisition by:
• Exploring barriers • Looking at how we can support the learning
and understanding of EAL students• Using strategies and tools to ensure students’
needs are being met
Barriers to Learning for EAL Students include:
Family • Many parents do not have proficient language skills themselves
• Lack of spoken English in home • Cultural expectations of boys and girls• Aspirations of different ethnic groups
School or Education setting • Low self esteem• Lack of Bi-lingual resources• Prior education • Lack of motivation
Community • Limited access to activities and facilities
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SRS Students are not a homogenous (same) group
Many students born in UAE and other Arabic countries but enter school having limited experience of literacy in their own mother tongue and in English as their second language
Their school careers, life experiences and family backgrounds are wide and varied - many do not speak English in the home.
Within secondary classroom there is a tremendous diversity in students’ ability and oracy and literacy skills.
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Some things SRS students say
“You want me to open/close the light?” Missing out the auxiliary verb ‘Do’? And using ‘open’ in wrong context.
“We go now?” instead of ‘Will we’ or ‘we will’. Translating literally from Arabic instead of using English skills.
You will find students punctuate their sentences with Arabic phrases such as ‘Yani’ and ‘Wallah’ … encourage students at all times to talk English in BC classes.
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Specific information about students in your classroom enables you to support them better
Most of this student data is available either on SIMS or on your class sets/lists • Country of origin • First language• Education History• Current Working Levels• Ethnicity• IEPs You should use this to inform your planning and differentiation. It is expected that you keep records and use this in your formal Lesson Observations.
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Multi-sensory learning within the Classroom
When learning new vocabulary students need to
See them Use them in another context
Hear them
Revise them
Write them
Read them Put them in a sentence
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Instant Support Strategies
Translate
Listen attentively to student Use the
internet
Use visual aids
Simplify texts & focus on key words
Use bilingual or picture dictionary
Explain , model language
mindmap
Draw pictures
Label diagrams
glossaries
• Emilie and her Grandfather show great kindness to Joey and Topthorn. They tend to their wounds and make sure that the horses have food, warmth and shelter. “It was little Emilie and her Grandfather who insisted they should look after us. They rubbed us down and saw to our sores and bruises. They fed us, watered us, and groomed us and somehow always found enough straw for a nice warm bed.” Expressions such as “look after”, “rubbed us down”, “saw to” tell us how gently the horses were treated. Other evidence is the “fed us, watered us”, “groomed us” and “warm bed”. This shows how Emilie and her Grandfather welcomed the horses and made them comfortable. This reminds us of how ….. Point Quote and Explanation
Using Point, Quote, Explain (PQE) - Modelling Answers & Paragraphs
Select key words in the question and circle themUnderline the key features from the passage that relate to the questionMake sure that you find at least 8 pointsMark each of them with a number Answer in a paragraph using a topic sentence relating to the questionReword (where possible) the main point from the chosen featuresIn your OWN wordsSequence using Firstly, Secondly, Moreover, Finally or other suitable link phraseExpress yourself using third person, present tense, formal tone and accurate spelling & punctuation. NO introduction or conclusion required
blissful
gleamed
stinging
developed
treats
enjoyed
kindly
weird
hurtful
simple
delightful
appreciated
established
clothing
basic
warm-hearted
exhausted
luxuries
shattered
humble
traumatised
garments
shone
strange
How to SUMMARISE
SYNONYM STARTERS FOR KEY WORDS
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Further support strategies Learning Objectives need to be clear, concise and specifically
linked to the success criteria and skills eg: L/O To be able to solve a linear equation with unknowns on both
sides using the balancing method. Highlight key parts of sentence structure – verbs, nouns, subject Pre-teach words and given them emphasis through voice tone Provide opportunities to practise words through different
contexts Use visual organisers, tables, charts, writing frames and diagrams Provide word banks or clouds to support language Use Learning Mentors or colleagues (if team teaching) to visually
harvest learning
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Classroom Strategies
Give time to plan and to talk
Encourage oracy
Make eye contact
Abdullah
Create opportunities for groupwork
Check understanding
Cue them in – know
their names
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Some useful linking connectives
alternatively
fi rstly
secondly whereas
initially
moreover
I nstead
of
As well
as Above all
f urthermore
otherwise
For instance
similarly likewise
alternatively
Additionally
finally
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In his text, Don’t call it Literacy, “Our most effective teachers will, as well as knowing their subject, have used the specialised vocabulary of their subject: its one way that we will have identified them as experts. Yet this in itself isn’t enough. Great teachers don’t just use big words. Its about teaching – not just using – the specialist vocabulary of our subject.”
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“Its about knowing the key vocabulary, the nouns, verbs
and connectives, that help us to express our knowledge in the
language of the expert or enthusiast.”
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Key Points to Remember Bilingualism is an asset. The first language is key to an EAL pupil’s identity, learning
and acquiring an additional language. “If they speak in broken English, it’s because they know another language.”
Mental challenge can and should be kept appropriately high through the provision of linguistic tools and contextual support.
Language acquisition goes hand in hand with cognitive skills (perception, reasoning, rationalising, evaluating … higher order thinking) and academic development with an inclusive curriculum as the context.
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• http://tmenglish.org/index.php?option=com_content&view=article&id=181:5-ways-to-give-positive-feedback&catid=12&Itemid=134
• http://www.creativeeducation.co.uk/blog/index.php/2012/02/developing-the-writing-skills-of-eal-students/
• http://www.languageswithoutlimits.co.uk/eal.html#ESOL• http://worditout.com/
Useful Links/Websites