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EAL Programmes in the
Elementary School
at NIST
Early Years Year 1
Kyla Kopperud
13 September 2011
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ESL to EAL
ESL = English as a Second Language
EAL = English as an Additional Language
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EAL Specialists
Year 1Ms Cristina Landazabal
Coordinator
Ms Kyla [email protected]
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Todays Session
Language acquisition
Factors affecting additional language learning EAL Programme at NIST
How can you help as parents
Questions
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Ice Breaker
Turn to the person sitting beside you and
discuss:
How many languages they speak?
How they learnt these languages?
Whether or not they consider themselves abilingual
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Additional Language Acquisition
based on research of:
Krashen, Cummins, Chamot & OMalley, Thomas & Collier
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Mother Tongue/ First Language
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Mother Tongue/ First Language
500w
ords
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Mother Tongue/ First Language
500w
ords
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
3000 words
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
3000 words
Advanced Language Proficiency
500w
ords
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Mother Tongue/ First Language
500w
ords
2000 words
3000 words
Advanced Language Proficiency
500w
ords
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What type of foundation are you providing?
How can you strengthen your childs
foundation?
Are you helping your child to build a hut or
a house?
Questions for Reflection
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BICS and CALP
Basic Interpersonal
Communicative Skills
Playground or Social English
1 - 2 years to acquire
Socially successful
Cognitive Academic
Language Proficiency
Academic English
5-7 years acquire
Academically successful
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Learning Different Levels of Language"Cognitive - Academic Language Learning"
0
2
4
6
8
10
12
pure
beginn
er
afte
roneye
ar
afte
rth
reeyea
rs
afte
rfiv
eyea
rs
afte
rsev
enyea
rs
Number of Years of Language Learning
LevelofLanguage
Proficiency
theoretically expected
learning curve
Basic Interpersonal
Communication Skills
Cognitive/Academic
Language Proficiency
Levels of Language Proficiency
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Level of mother-tongue proficiency
Family support
Motivation
Personality and learning style
Access to native speakers
Similarity of home language to English
Factors affecting language learning
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Cannot be put on a schedule or timetable
Rate differs
Pressure produces adverse results
How long will it take?
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Goals of the EAL Programme
Short-term:
to help English language learners become
successful both socially and academically in anEnglish speaking environment
Long-term: the successful development of bilingualism
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The EAL Programme at NIST
1 EAL teacher per Year level teaching team
Joint responsibility for language learning
Academic context of the classroom
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In-Class Support
Co-Teaching:Language support
Small group instruction
Large group instruction
Modifying and
scaffolding activities
The EAL Programme at NIST
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In-Class Support Withdrawal
Co-Teaching:
Language support
Small group instruction
Large group instruction
Modifying and
scaffolding activities
Explicit Language InstructionPhonics
Vocabulary Reading
strategies
Grammar, spelling
Pronunciation
The ESL Programme at NIST
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Pl t d M t
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Placement and Movement
Placement
Admissions
6 week
observation and
assessment
period
Movement and Exit
Standardized assessment
Feedback from teacher; portfolio
Language learning continuum target
set and communicated during 3 way
conference
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Screen clipping taken: 11/09/2011 11:57
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Home support How to help?
Use your mother-tongue and insist that yourchild uses it at home
Read in English and discuss the story in yourmother-tongue
Encourage your child to get involved in after-school activities
Dont pressure your child to speak English
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Further Information for Parents
http://blogs.nist.ac.th/eal/category/news/
http://blogs.nist.ac.th/eal/category/news/http://blogs.nist.ac.th/eal/category/news/http://blogs.nist.ac.th/eal/category/news/http://blogs.nist.ac.th/eal/category/news/