Strategies for Strategies for Working in Working in

Secondary Subject Secondary Subject ClassroomsClassrooms

Strategies for Strategies for Working in Working in

Secondary Subject Secondary Subject ClassroomsClassrooms

SATEALSATEAL

March 2013March 2013

AimsTo consider:How we can meet the learning

needs of bilingual learners in subject classrooms.

Strategies that can be used to support learning in the classroom .

Aberdeenshire Council2 different scenarios:• Some Secondary Schools with 10%

or more of bilingual pupils• Some Secondary Schools with 1%

or less of bilingual pupils

Schools with 10% or more

School

Department

Classroom Teacher

EAL / Teacher collaboration

School • EAL PolicyEAL Policy• Class allocationClass allocation• Access previous reports• Timetable • Pupil Induction • Pupil EAL profiles accessible to all

teaching staff

Departments • CPDCPD• EAL PolicyEAL Policy• Intranet access to bank of Intranet access to bank of

translated resourcestranslated resources• SQA AAA SQA AAA • Pupil folio Pupil folio

Classroom TeacherLearner • Pupil profile• Acknowledge prior

learning• High expectations• Exam ‘readiness’• SQA AAA

EAL not SfL

Learning • Cummins Quadrant• DARTs • Translated resources• Flexible grouping• Cooperative

teaching• Differentiated

resources

SfL support• Identify opportunities to use L1• Target subject language • Analyse demands of the lesson • Identify and plan for language learning

opportunities• Resources• Praise success• Raise self esteem

EAL CollaborationPlanning• Subject topic-content, knowledge,

understanding, skills• Learning aims and outcomes• Teaching activities• Resources • Pupil tasks and targets• Pupil grouping• Monitoring and Recording progress• Assessment

Accessing the Curriculum

• ‘Learners acquire English best through engagement with mainstream learning tasks rather than from a specific English course book.

• As learners hear and read English they are actively involved in working out the structure and rules of the language.’

(Page 13: Learning in 2+ Languages)

Ensure that differentiation is on a linguistic and not cognitive basis.

Remember, support strategies for EAL learners will benefit all learners within the classroom.

Schools with 1% or lessPrioritise timetable:• New arrivals with low level of

language acquisition at any stage• Senior pupils with 3 or less for

their level of language acquisition

First Things First!Liaising with class teachers:• Information about the pupil• Information about pupil’s L1• Advise on good dictionaries• Provide translated resources

available• Reinforce that Google Translate

cannot be relied on!

Strategies Strategies Strategies Strategies

Strategies for Supporting Bilingual Learners

• General

• Speaking and Listening

• Reading

• Writing

• Vocabulary

Speaking and Listening• Make language structures explicit in lesson objectives and

planning.

• Model and explain the purpose and form of the language structures

• Set expectations for using formal language in presentations. Model it first.

• Display key vocabulary only for that lesson.

• Group pupils with peer support and clear criteria for lesson objectives / outcomes.

• Allow opportunity for rehearsal – talk.

• Encourage active listening- invite comments and questions

• Provide a purpose for listening.

• Demonstrate the use of listening frames.

Reading • Model and describe the strategies – skimming,

scanning, reading on, using images. • Use DARTs to access text and focus on the

information they need. Use colour to highlight.• Paired reading• Use gap filling information sheet/ close

reading questions to create notes for future writing.

• Encourage underlining of unfamiliar words.• Allow annotating of text

Writing • Model writing• Shared writing• Exemplars/sharing of good examples• Scaffold - writing frames• Structured questions – answers used to create

continuous prose.• Paragraph headings.• Quotes sheets.• Diagnostic marking and writing targets.• Thesaurus /collocations/dictionaries

Speaking and listening

Task: Choose a subject lesson• How are bilingual pupils involved in

speaking and listening activities?• Are there opportunities for pupils to use

their first language?• Discuss ways in which speaking and

listening skills can be further developed in the lesson. List 3 strategies.

Reading Task:Choose a subject where an aspect of

reading is challenging for bilingual pupils.

• What do you currently do to support reading tasks in a lesson?

• Discuss opportunities for text analysis which encourage focus on information they need.

• Identify 3 strategies which could be developed for the chosen subject.

Writing Task:Choose a subject where an aspect of writing is challenging

for bilingual pupils.

• What do you currently do to support writing tasks in a lesson?

• Are there opportunities for pupils to use their first language?

• Discuss ways in which writing skills can be encouraged and developed further in the lesson.

• Identify 3 strategies for writing that could be developed for the chosen subject.

Some Strategies forSome Strategies forSpecific SubjectsSpecific Subjects

Some Strategies forSome Strategies forSpecific SubjectsSpecific Subjects

English• L1 books

RATOS E HOMENSResumo e comentários da obra clássica de John E.

SteinbeckObra: Of Mice and Men

Título em português: Ratos e HomensAutor: John Ernst Steinbeck (Prêmio Nobel de

Literatura em 1962)Ano: 1937 (original) e 1976 (ed. brasileira, traduzida

por Érico Veríssimo)• Resumo do Livro

A história trata sobre o relacionamento de dois homens: George Milton e Lennie Small.

English

• Graded readers

EnglishDifferentiated resources sometimes available at:

–Teachit www.teachit.co.uk/–TES http://www.tes.co.uk/teaching-resources/

•Plan for writing task with clear structure•Scaffolding writing task – writing the first sentence is always difficult•Group or pair work

EnglishUse of dictionary:• Oxford Student’s Dictionary (ISBN-13:978 0 19 431746 7) • Oxford Student’s Dictionary - book +CD ROM• (ISBN-13:978 0 19 431747 4) • Oxford Wordpower Dictionary for learners of English (ISBN-0 19 4315169)• Oxford Wordpower Polish-English (ISBN-13:978 0 19 431697 2)• Oxford River Books – English-Thai Dictionary (ISBN 0 19 956291 6)• Oxford Russian Dictionary (hardcover) (ISBN-13:978 0 19 8614203)•  • Oxford Picture Dictionary English-Spanish Edition (ISBN 978-0194740098)• Oxford Picture Dictionary English-Chinese Edition (ISBN 978-0194740128)• Oxford Picture Dictionary English-Thai Edition (ISBN 0 19 474018 0)•  • DK French English Visual Bilingual Dictionary (ISBN - 9781 4053 11205)• DK Chinese/English Visual bilingual Dictionary (ISBN – 978-140532916 3)• DK Spanish/English Visual bilingual Dictionary (ISBN – 978-140531106 9)• DK Polish/English Visual bilingual Dictionary (ISBN – 978 1 4053 3106 7)

MathsInform teacher of different Maths notation around the world!

Addition +Subtraction –Multiplication x . * or ab (meaning a x b)Division ÷ : /Decimal point , or . or · or even just a space

MathsNumeral systems used in Arabic

mathematical notation

http://en.wikipedia.org/wiki/Modern_Arabic_mathematical_notation

MathsMake teachers aware of:• The use of calculator• Different methods for subtracting

and dividing

Physics

Acceleration Equation Where:a is the acceleration in m/s²

u is the initial (starting) velocity in m/sv is the final velocity in m/st is the time it takes for the velocity to change from u to v in s

v - u

a t

PhysicsAcceleration EquationPossible difficulties:Understand what the lines mean in

the triangleVocabularyLack of previous knowledgeHow to say m/s²

Physics

Calculate Initial Velocityv – u = at

Possible difficulties:• Know that the two letters together

mean multiplication• Know the mathematical method to

solve the problem

Strategies for Science and Practical Classes

• Print out from the board• Collaboration with the teacher• Use a dictionary or tablet for translation of key

words• Have the revision book for the subject• Use the BBC Bitesize website• Past papers with marking instructions• Scholar• Structured Study• Homework and lunch clubs

Obrigada!• Any questions?