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Putting the literate into scientific literacy: Developing the communication skills of EAL learners in science NALDIC Conference 16 th November 2013 Manny Vazquez HOUNSLOW LANGUAGE SERVICE Hounslow Language Service Slide 2 Session Content 1. Lily Wong Fillmores 6 conditions for effective classroom environments for EAL learners 2. The notion of the teacher as the model for academic language 3. Using active listening tasks 4. Scaffolding language or inhibiting scientific thought? 5. Lets do a practical! 6. Questions / Plenary Slide 3 1. Lily Wong Fillmores 6 conditions Slide 4 Effective classroom environments (Lily Wong Fillmore) 1. Teacher-directed instruction 2. Heterogeneous groupings 3. Appropriate content 4. Attention to language 5. Corrective feedback 6. Supported practice Slide 5 2. The teacher as the model for academic language Teaching note-taking skills Slide 6 3. Using active listening tasks Slide 7 Use Active Listening Tasks Bingo (receptive) Active vocabulary tasks (productive) Active tasks (observational) Active tasks (sequential) Slide 8 BINGO! Slide 9 Make a bingo card Slide 10 Choose 6 from this list to make your bingo card predator prey food web food chain producer consumer primary consumer secondary consumer Slide 11 Active listening Productive tasks Slide 12 Year 8 Pupil Writing approximating to NC Level 2 EAL teachers current objectives on her needs analysis form: 1.Develop use of the simple past tense 2.Consolidate pupil knowledge of the 80 most frequent irregular verbs Slide 13 Example of an outstanding lesson Slide 14 Pupil Writing Sound is quicker travel the light Because sound cant travel the vacuum Slide 15 Slide 16 Slide 17 4. Scaffolding language or inhibiting scientific thought? Slide 18 What am I? 1.What do you think it is? 2.How big do you think it is? 3.Where do you think it might be found? 4.What do you think it might be associated with? 5.Why might it be important? Slide 19 Creature 1Creature 2 Model an expert discussion Slide 20 S: Around the top we seem to have some protrusions G: Yes, I think its microscopic S: What makes you think that? G: Because its see-through S: Okay S: And because its blurry G: Yes, because its blurry in certain spots and not in others S: I think its in watersomething like a pond creature Slide 21 Analyse the language used Science wordsplankton . starch. bacteria flagella Describing wordsblurry stackedsquashed Ideas usedIs there any green? Does it use this to attach itself? Where might it filter or absorb food? Slide 22 1.What do you think it is? 2.How big do you think it is? 3.Where do you think it might be found? 4.What do you think it might be associated with? 5.Why might it be important? What the teachers directly modelled for the pupils as the lesson starter Slide 23 1.What do you think it is? 2.How big do you think it is? 3.Where do you think it might be found? 4.What do you think it might be associated with? 5.Why might it be important? What the pupils discussed Slide 24 Scaffold activities based around this language What the pupils did during the starter Slide 25 Slide 26 Ranking Activity TASK Rank the statements in order of which ones would most help you work out what the creature is Prepare a report back, justifying your order Slide 27 5. Lets do a practical! Slide 28 Objectives To know how sound is transmitted through solids and through a gas. To be able to describe this process both orally and in writing Slide 29 Key words & phrases Additional input for EAL: A coat hanger is used to hang up coats, jackets, shirts, dresses and shirts. A metal coat hanger A plastic coat hanger A wooden coat hanger Slide 30 Additional language practice A coat hanger can be made of .. metal plastic wood wooden Slide 31 6. Questions / Plenary Slide 32 Contact details For further information contact Hounslow Language Service Tel. 02085381802 Mob. 07891618408 www.ealhls.org.uk e-mail : rehana.ahmed@ealhls.org.uk or andy.harvey@ealhls.org.uk