whole school eal training: graphic organizers and collaborative learning (oct 2014)

English as an Additional Language in the Mainstream:

Teaching ApproachesKamil Trzebiatowski

22 October 2014

Who are English as an Additional Language Learners?

Learning in another language

Learn through another language

Come from backgrounds and communities =

different understandings and expectations of

education

Adapted from NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers

Factors influencing language development of EAL students

Age when they enter the educational system

Their previous experience of school (or lack thereof)

Their literacy in their L1 (first language)

Their knowledge and understanding of language and school curriculum

Home expectations and understanding of the education

system

Support for learning and language at school and community


The task ahead of EAL learners

Adapted from BASS (2006) Distinguishing the difference – SEN or EAL?

EAL Learners have to:• Learn English• Learn content through the curriculum• Socialise with other children in the yet-

unlearnt language• Learn culturally-embedded social

practices of the classroom

Catching up is essentially EAL children’s problem – curriculum

doesn’t wait.EAL children have a moving target.


If a child is 3 years behind (linguistically), every year they need to make 1 ½ years of progress (for 6 years) to catch up with native speakers.

EAL Pedagogy

Strategies: Support English language development

In context

Classroom context

Level of English

Prior knowledge

Age

Socio-economic backgroundCultural background

L1 literacy

Attitude to learning


Cummins’s Framework Quadrant

B

DA

C

Cognitively demanding workActivities requiring deep thinking

Cognitively undemanding workActivities that can be completed without much thought

ConcreteContext embedded

AbstractContext reduced (pupils have little knowledge and can’t relate to it)

For CALP, Quadrant B is required; for lessons in C: linguistic and contextual support is required; D is tempting (copying is one example), but should be avoided! Ad

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Cummins: Thinking Skills

BDAC

Cognitively demanding

Cognitively undemanding

Context embedded Context

reduced

GeneralisesCompares and contrastsSummarisesPlansClassifies by known criteriaTransforms and personalises Recalls and reviews information Seeks solutions to problems

Parrots: repeats utterances of adult or peers

Copies: reproduces information from board or texts

Reading to find specificinformation:• Identifies, names, matches, retellsTransfers information from onemedium to another:• Applies known procedures• Describes observations• Sequences• Narrates with sense ofbeginning, middle, and end

Argues a case using evidence Identifies criteria persuasivelyDevelops and sustains ideasJustifies opinion or judgmentEvaluates criticallyInterprets evidence & makes deductionsForms hypotheses, asks further questions for investigation, predicts resultsApplies principles to new situationAnalyses, suggests solution and tests

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Vygotsky: Zone of Proximal Development (ZPD)

“It is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.”“Actual development level” =

mental development level retrospectively“Zone of proximal development” = mental development prospectively

Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes

Good

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• Questioning• KWL charts• Brainstorming• Discovery tasks

Activate prior knowledge

• Key visuals (aka graphic organizers)Provide rich contextual background

• Peer tutoring• Collaborative learning• Drama / role play• Scaffolding (scaffolded writing)

Encourage comprehensible

output

• E.g. expressing doubt (may/might)• E.g. ways of talking about the past (I did vs. I was doing)

• E.g. language to express politeness when making requests

Key grammar points made explicit

• Scanning texts• Looking at subheadings prior to reading• Dictagloss• Using diagrams to show knowledge

Develop learner independence

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Delivering the content to EAL learners

Scaffolding (writing frames,

oral frameworks)

Realia, video, artefacts, charts

Key visuals / graphic

organizers

Modelling of the use of key language features

DemonstrationsQuestioning,

repetition and remodelling

Different forms of questioning: closed, open,

concrete, abstract

Collaborative learning

Mohan: Knowledge Structures, Graphic Organizers and Associated LanguageCLASSIFICATI

ONPRINCIPLES EVALUATION

DESCRIPTION

SEQUENCE CHOICE

To describe something you need to be able to classify,

a description of triangles in Maths requires understanding the types of triangles

A description of games in PE requires understanding types games, strategies and equipment

We create order informed by our understanding of principles behind the order. We create sequences because we know what we’re trying to achieve:

Instructions for lab reports (Science)

Mathematical solutions (Maths)

Baking (Food Technology)

In order to make a choice, one has to be able to evaluate available options. We have to understand how these options are justified.

In a salt-and-sand mixture (Science) we do not pick salt with tweezers; we use understanding of solubility to wash the salt out. A

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Classification

Adapted from: Knowledge Framework (2012) Language and Content. Available at: http://tslater.public.iastate.edu/kf/index.html [Accessed 15 October 2014]

http://tslater.public.iastate.edu/kf/index.html


Principles




Evaluation




Description




Sequence

Choice




There are three kinds of dogs that I like best. I like Pugs because they are companion dogs and have cute faces. Boston Terriers are on my list because they are intelligent and not too big. I also like Golden Labrador Retrievers because they are faithful, loving, and fun to play with.

There are three types of triangles: equilateral, isosceles and scalene. Equilateral triangles are made up of three equal sides and three equal angles. Isosceles triangles are made up of two equal sides and two equal angles. Scalene triangles are made up of unequal sides and unequal angles. Scalene triangles look the most unsymmetrical.




Writing/speaking frames Sentence starters:

‘I learnt that …’ ‘One thing I discovered was …’, ‘I found out that …’

Sentence frames:

One similarity between _____ and ____ is that …’, ‘A key distinction between ________ and _________ is that __________

Writing frames

can be used for pieces of extended writing, in which case learners can be given the first few words of each paragraph.

To start with…Then…Next…After that…Finally…

Concluding the letterTo sum up / To conclude, I would like…An acceptable solution / compromise would / might / could be…

Your reasonsThe main reason is… because…Also…Moreover / additionally…Finally…

Your viewI think that / My view is…

Writing/speaking frames Guided small group activity:

Teacher or TA explains the task, then models new vocabulary

Repetition and guided questioning

Can be used as a speaking frame

Pair work / talk partners:

EAL learners are paired with a good linguistic role model for a purposeful speaking activity (e.g. making predictions in science)

A speaking frame and is modelled. This ensures that talk is focused and accurate.

Display writing or speaking frames:

Mats, posters, on the whiteboard

Always orally rehearse the frames first

Sentence frames:

Model a sentence frame on the whiteboard or on a wall

may be used as a starter or plenary.

Sentence sequencing:

EAL learners make a writing frame with a teacher or TA

Learners decide how to order phrases to create their scaffold, e.g. First, we put…, Then we add… A

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S.Cooke’s resource (2010) What can you grow? Available at:http://www.collaborativelearning.org/whatcanyougrow.pdf

Because of this…Therefore…That’s why…Hence…Thus…

Introduction: collaborative learning (1)

Why collaborative learning?

more language

interact more with other

speakers

language used meaningfully for a purpose

different ways of expressing ideas (questions, information exchange – words are repeated)

genuinely seeking new information

easier to work with peers

if L1 is shared, students’ whole

language repertoire is used for learning

Introduction: Collaborative learning

A socially and linguistically inclusive situation where EAL learners can engage in cognitively demanding activities

Different from “group work” as it is based on ‘thinking aloud’ and requires the interaction of all involved to produce a specific output.

Difficulties for EAL Learners

Completely ignored by their peers due to their language levels (if beginners)

Feeling left out as their English academic language is not fully developed

Unable to fully participate when group activities are un-scaffolded (advanced EAL learners)

Withdrawing from group activities as unable to contribute – can lead to disenchantment and anger

Pre-teach vocabulary

Use gestures

Use pictures / images

Use graphic organizers

Label drawings and pictures

Model speaking/listening exchanges

Provide sentence starters (speaking frames)

Pick one student to show to the class how the activity should be done

Do a “pretend” conversation of your own

Use your voice emphasis to “underline” any areas you want to draw your students’ attention to

S.Cooke’s resource (2010) What can you grow? Available at:http://www.collaborativelearning.org/whatcanyougrow.pdf

http://www.collaborativelearning.org/

S.Scott’s resource (2010) Macbeth’s Characters. Available at:http://www.collaborativelearning.org/macbethconnect.pdf




DictoglossRead the text once through at normal speed. Learners listen but don’t write anything.

Read the text again at normal speed, but this time pause after each sentence to give time for learners to make brief notes

Learners sit in small groups and compare their notes. Working together, they try to reconstruct the story

One person from each group shows their version (or reads it out).

DARTs Directed Activities Related to Texts

DARTs are:

• Gap fill exercises

• Sentence halves

• Jumbled sentences and paragraphs

Using modified texts Using unmodified texts

Gap-filling - missing words, phrases or sentences

Underline or highlight particular sections of text (descriptive language, nouns, connectives, topic sentences, etc.).

Sequencing - words, sentences or short paragraphs

Break the text into chunks and devise a heading for each chunk.

Grouping segments of text according to categories

Use the information in the text to draw a table, diagram, flow chart, etc.

Completing a table, grid, flow chart, etc.

Devise questions about the texts – pairs can devise questions for each other

Labelling a diagram

Predicting - writing the next step or an end to the text

DARTs - To help learners to see how a text is structured:

Cut up a text for learners to sequence correctly.

Blank out words (e.g. nouns, verbs, every tenth word, etc.) for learners to decide what to put in (also known as cloze procedure).

Ask learners to think of a subheading for each paragraph to show they have understood its meaning.

Write labels or annotations for a diagram.

Change the text into a picture or flow chart.

DARTs - To help learners choose and analyse information

Highlight key words in a text.

Use different colours to highlight different characters’ views; or speech and action ready for converting into a play script.

Recast information using graphic organisers, for example: tables, Venn diagrams, hierarchy pyramids, life cycles, tree diagrams.

Transform text into other formats, e.g. letter, instructions, diary, article, advert, web page, storyboard

whole school eal training: graphic organizers and collaborative learning (oct 2014)

Education