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The task ahead of EAL learners BASS (2006) Distinguishing the difference – SEN or EAL? EAL Learners have to : Learn English Learn content through the curriculum Socialise with other children in the yet-unlearnt language Learn culturally-embedded social practices of the classroom Catching up is essentially EAL children’s problem – curriculum doesn’t wait. EAL children have a moving target. NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers If a child is 3 years behind (linguistically), every year they need to make 1 ½ years of progress (for 6 years) to catch up with native speakers.
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Kamil Trzebiatowski (EAL Coordinator, Newland School for Girls, Kingston-upon-Hull)
ASE TeachMeet, York: 6 July 2015
Do You CLIL?
http://valuediversity-teacher.co.uk/
CLIL Content and Language Integrated Learning
Teaching subjects such as science, history or geography through another language.
Perfect for the subject teacher using English as
the language of instruction.
Result: learning content and English at the same
time.
PERFECT FOR EAL
WHY?
NALDIC: “EAL is primarily about teaching and learning language
through the content of the whole curriculum.”
NALDIC, 1999: The Distinctiveness of English as an Additional Language: a cross-curriculum discipline
The task ahead of EAL learners
BASS (2006) Distinguishing the difference – SEN or EAL?
EAL Learners have to:• Learn English• Learn content through the curriculum• Socialise with other children in the yet-unlearnt
language• Learn culturally-embedded social practices of
the classroom
Catching up is essentially EAL children’s problem – curriculum doesn’t wait.EAL children have a moving target.
NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers
If a child is 3 years behind (linguistically), every year they need to make 1 ½ years of progress (for 6 years) to catch up with native speakers.
All the questions are in Present Simple. Let’s teach that!
1• Read the text• Complete the diagram
2• Underline all the verbs in one of the
texts
3• Provide substitution table for
writing sentences in Present Simple
4• Write a paragraph (in Present
Simple) using only the diagram
From
: Grie
veso
n, M
. and
Sup
erfin
e, W
. (20
12) T
he C
LIL
Reso
urce
Pac
k.
DELT
A Pu
blish
ing:
Pea
slake
FOCUS ON IMPERATIVES
HeatPut
LeaveTakePut
Take
1. ______ the oven to 100 degrees C.2. _____ the chocolate, bread, stone, paper
and water on the trays.3. _______ one tray empty.
4. _______ a photograph of each tray.5. _____ all the trays in the oven for 5 minutes.6. _______ out the trays and _________ each
one.
CONFUSING!
Put Leave Put
Take Heat Take
photograph From
: Grie
veso
n, M
. and
Sup
erfin
e, W
. (20
12) T
he C
LIL
Reso
urce
Pac
k.
DELT
A Pu
blish
ing:
Pea
slake
AND AGAIN – FOCUS ON LANGUAGE
WHAT TYPE OF WORDS ARE
MISSING?
Are they:• content words?• language words?
From: Workman, G. (2014) CLIL Maths and Science Materials. Gem Publishing
Sequencing – words, paragraphs, sentencesLabelling a diagramGrouping parts of texts according to categoriesCompleting a table, diagram or flowchartGap-fills: missing words, phrases or sentences Underline or highlight parts of texts: e.g. adjectives,
adverbs, connectivesGive each paragraph a titleDraw a table or diagram using information from a textWrite questions about a text
CHANGE THE TEXT A LITTLE USE THE ORIGINAL TEXT
Millions of tonnes of metals are used every year for many different jobs. They are used for building cars and bridges (iron), making drink cans and food packaging (aluminium), plumbing and electrical wires (copper) and making batteries (zinc). But they all face one
problem. That is corrosion.
We use millions of tonnes of metals every year for many different jobs.
Millions of tonnes of metals are used every year for many different jobs.
YOU CAN’T USE “WE” NOW
IRON ALUMINIUM COPPER
BUILDING BRIDGES BUILDING CARSMAKING DRINK CANS FOOD PACKAGING
ELECTRICAL WIRES PLUMBINGMAKING BATTERIES
We use metals to
NOW WRITE ABOUT METALS BUT DON’T USE “WE”.
Sentence and paragraph scrambler:
http://davidbrett.uniss.it/eLearningTools/paragraph%20scrambler.html
Gap-fill generator:http://random-idea-english.blogspot.co.uk/2011/07/tools-gapfill-generator.html
Cloze generator (removes specific types of words):
http://l.georges.online.fr/tools/cloze.html
Total Cloze generator:http://esl.fis.edu/learners/writing/misc/star1.htm
DO NOTspend hours on this!
Graham Workman: CLIL Maths and Science Materials. Gem Publishing
Margaret Grieveson and Wendy Superfine: The CLIL Resource Pack. DELTA Publishing: Peaslake
Liz Dale and Rosie Tanner: CLIL Activities: A resource for subject and language teachers. Cambridge University Press: Cambridge
MacMillan’s CLIL pages: http://www.onestopenglish.com/clil/young-learners/science/
Graham Workman’s pages: https://grahamworkmansecondary.wikispaces.com/?responseToken=0794874e0ee2a892e327ef1f3936452e7
CLIL - Resources
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