5 effective strategies for EAL Learners

  • Published on
    30-Jun-2015

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DESCRIPTION

Short training on a selection of strategies for working with EAL learners for mainstream teachers (cross-curricular)

Transcript

<ul><li> 1. LANGUAGE DEVELOPMENT NEEDS ARE OFTEN MASKED BY ORAL COMPETENCE!! </li></ul> <p> 2. Abstract Context reduced (pupils have little knowledge and cant relate) Cognitively undemanding work Activities that can be completed without much thought Cognitively demanding work Activities requiring deep thinking Concrete Context embedded B DA C For CALP, Quadrant B is required; for lessons in C: linguistic and contextual support is required; D is tempting (copying is one example), but should be avoided! 3. Abstract Context reduced (pupils have little knowledge and cant relate) Cognitively undemanding work Activities that can be completed without much thought Cognitively demanding work Activities requiring deep thinking Concrete Context embedded B DA C For CALP, Quadrant B is required; for lessons in C: linguistic and contextual support is required; D is tempting (copying is one example), but should be avoided! Generalises Compares and contrasts Summarises Plans Classifies by known criteria Transforms and personalises Recalls and reviews information Seeks solutions to problems Reading to find specific information: Identifies, names, matches, retells Transfers information from one medium to another: Applies known procedures Describes observations Sequences Narrates with sense of beginning, middle, and end Argues a case using evidence Identifies criteria persuasively Develops and sustains ideas Justifies opinion or judgment Evaluates critically Interprets evidence &amp; makes deductions Forms hypotheses, asks further questions Predicts results Applies principles to new situation Analyses, suggests solution and tests Parrots: repeats utterances of adult or peers Copies: reproduces information from board or texts 4. DARTs are: Gap fill exercises Sentence halves Jumbled sentences and paragraphs 5. Purpose Type Sorting Charts, tree diagrams Sequencing Storyboards, timelines, flow-charts, branching diagrams, cycles Logical connections Cause-and-effect diagrams, mind maps, Venn diagrams Ordering / ranking Ladders and pyramids 6. To start with Then Next After that Finally Your view I think that / My view is Your reasons The main reason is because Also Moreover / additionally Finally Concluding the letter To sum up / To conclude, I would like An acceptable solution / compromise would / might / could be 7. </p>

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