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Working with EAL Students

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Working with EAL Students. Louise Prior, SCL (English Whole School). Date : 22/08/ 2013. Induction Week. - PowerPoint PPT Presentation

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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

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Young Person

Family

School Educational

SettingCommunity

Task: Exploring Barriers to Learning

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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

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• 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

furthermore

otherwise

For instance

similarly likewise

alternatively

Additionally

fi nally

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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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