All teachers are language teachers. Inclusive strategies for EAL pupils? What do you think are the main difficulties for EAL learners in your subject.

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    23-Dec-2015

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<ul><li> Slide 1 </li> <li> All teachers are language teachers </li> <li> Slide 2 </li> <li> Inclusive strategies for EAL pupils? What do you think are the main difficulties for EAL learners in your subject area? </li> <li> Slide 3 </li> <li> All teachers are language teachers </li> <li> Slide 4 </li> <li> The Aims of this Session To look at a wide range of EAL strategies and some examples of resources that apply these strategies. Follow up: To experiment with EAL strategies in your subject area. </li> <li> Slide 5 </li> <li> EAL Checklist 1. Use a clear, simple font. 2. Use lots of visuals. 3. Start with clear objectives. 4. Make every lesson a LANGUAGE lesson. 5. Identify the language your students need to know. 6. Model the language your students need. 7. Plan instructions + questioning carefully. 8. Teach key words + structures explicitly. 9. Use graphic organisers. 10. Use DARTs. 11. Divide text into manageable sections. 12. Use collaborative group tasks. </li> <li> Slide 6 </li> <li> 1.Always use a clear font. 1. Always use a clear, simple font. EAL Checklist: 1 Comic Sans is a good choice. a g (difficult for pupils new to the alphabet) </li> <li> Slide 7 </li> <li> EAL Checklist: 2 2. Use lots of visuals (and bilingual) resources isosceles Keep Google Images open on your whiteboard Develop pupils dictionary skills Demonstrate </li> <li> Slide 8 </li> <li> EAL Checklist: 3 3. Always start with clear objectives. </li> <li> Slide 9 </li> <li> Lesson Objectives To continue to develop your ability to work out the circumference of a circle through working out much more complicated equations. To use a scientific calculator effectively to help you work out difficult equations. SEAL: To work collaboratively with other pupils in the class. Lesson Objectives To continue to develop your ability to work out the circumference of a circle through working out much more complicated equations. To use a scientific calculator effectively to help you work out difficult equations. SEAL: To work collaboratively with other pupils in the class. Lesson Objectives To develop your ability to work out the circumference of a circle. To use a scientific calculator effectively. SEAL: To work collaboratively with other pupils in the class. Lesson Objectives To develop your ability to work out the circumference of a circle. To use a scientific calculator effectively. SEAL: To work collaboratively with other pupils in the class. Lesson Objectives To develop your ability to work out the circumference of a circle. To use a scientific calculator effectively. SEAL: To work collaboratively with other pupils in the class. </li> <li> Slide 10 </li> <li> Promoting higher order thinking + language skills in EAL learners Basic Interpersonal Communication Skills (BICS) Cognitive Academic Learning Proficiency (CALP) NO ACTIVITIES HERE PLEASE! </li> <li> Slide 11 </li> <li> 4. Make every lesson a LANGUAGE lesson. Build in opportunities for: Speaking Listening Reading Writing EAL Checklist: 4 </li> <li> Slide 12 </li> <li> 5. Identify the language your students need to know. What do you want the students to be able to do by the end of the topic or lesson? (eg: What key words + structures do they need.) Plan with this in mind. EAL Checklist: 5 </li> <li> Slide 13 </li> <li> 6. Model the language your students need. Structure + scaffold it without diluting the content. (Remember the Cummins Framework of EAL Acquisition!) EAL Checklist: 6 </li> <li> Slide 14 </li> <li> In this extract we can see that ______________ is ____________________. We see this when _________________________________________. This example highlights that _____________________________ ________________________________________________ _________________________________________________. (character) (adjective) (evidence from the novel) What do we learn about Curleys wife in this extract? </li> <li> Slide 15 </li> <li> Slide 16 </li> <li> 7. Plan teacher language carefully (instructions + questioning) Include examples in your lesson plan. EAL Checklist: 7 </li> <li> Slide 17 </li> <li> EAL Checklist 1. Use a clear, simple font. 2. Use lots of visuals. 3. Start with clear objectives. 4. Make every lesson a LANGUAGE lesson. 5. Identify the language your students need to know. 6. Model the language your students need. 7. Plan instructions + questioning carefully. 8. Teach key words + structures explicitly. 9. Use graphic organisers. 10. Use DARTs. 11. Divide text into manageable sections. 12. Use collaborative group tasks. </li> <li> Slide 18 </li> <li> 8. Teach key words + structures explicitly For example: As a homework Find the meaning of As matching / gap-fill starter activities EAL Checklist: 8 </li> <li> Slide 19 </li> <li> Slide 20 </li> <li> EAL Checklist: 9 9. Use graphic organisers to put words into a clear, visual context. A key visual represents conceptual relationships between objects, events or situations. </li> <li> Slide 21 </li> <li> Strun popis obhu vody Obh vody sice nem potek, ale oceny jsou phodn msto, kde lze zat s jeho popisem. Slunce, kter je strjcem obhu vody, ohv vodu v ocenech, a ta se vypauje ve form vodn pry do vzduchu. Stoupajc vzdun proudy unej vodn pru ve do atmosfry, kde ni teplota pot zpsob kondenzaci vodn pry a jej pemnu do formy oblak. Vzdun proudy dle enou oblaka nad zem, a stice vody tvoc oblaky se srej, rostou a pot vypadvaj z oblohy jako srky. Nkter srky padaj jako snh a mohou se hromadit jako ledov epice a pkrovy i ledovce. V teplejm klimatu snh s pchodem jara vtinou taje a voda vytv celoplon odtok z tajcho snhu. Vtina srek pad zpt do ocen nebo na pevninu, odkud dky zemsk ti jako povrchov voda odtk.st odtekl vody napj eky, kter pot odvdj vodu do ocen. </li> <li> Slide 22 </li> <li> EAL Checklist: 10 10. Use DARTs to work with extended text. Gap-filling (Cloze) Cut-up text (Sequencing) What next? (Prediction) Tops+Tails (Making sentences) They can be used in any subject area. Darts make texts easier to read. Pupils can work at different levels on the same text. DARTS Directed Activities Related to Texts </li> <li> Slide 23 </li> <li> Fungi make..... Animals feed.... Protoctista are... Prokaryotes have... Plants use...... light energy to produce their own food during photosynthesis... spores instead of seeds, cells have a cell wall made of chitin... on other living things ( organisms ), they are multi-cellular, no cell walls... made up of just one cell...no nucleus; have a cell wall but not made from cellulose </li> <li> Slide 24 </li> <li> EAL Checklist: 11 11. Divide text into manageable sections. Include: Images Key word lists Questions after each section Highlighted words or phrases </li> <li> Slide 25 </li> <li> Slide 26 </li> <li> EAL Checklist: 12 12. Use collaborative group tasks Pupils can process content + practise language in the non-threatening environment of a small group. Oral rehearsal is essential for EAL learners. </li> <li> Slide 27 </li> <li> Physical changes True or false? Discuss with your partner. A solute is like coffee granules when you put them into hot water. A solvent is used to dissolve a solute. (Try and think of an example!) Insoluble means the substance will dissolve; soluble means the substance will not dissolve. When you put salt into water, it vanishes (disappears). Inclusive Strategies: collaborative learning </li> <li> Slide 28 </li> <li> The task: with a partner prepare a differentiated starter or homework task for 2 EAL pupils working at very different stages of language acquisition: Pupil A is Libyan. His parents are university students. He is well-educated and literate in Arabic but new to English. Pupil B was born in Manchester. He speaks English with friends and Punjabi at home. His writing lacks technical accuracy and is not in standard English. </li> </ul>

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