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EAL

Profile and AssessmentWhat is useful and meaningful information?

Which one?

3

Born in UK EU migrant

Refugees Diplomats

Which one?

4

advanced learner new arrival

3 languages L1 literate

Which one?

5

L5 L7

L4 L8

“ I feel I don’t speak any language well. At home I speak Bengali but I can’t say everything I want to say in it, while at school I speak English and there are lots of things I don’t understand. I have been asking people to teach me to read and write properly since Year 7 and they just say you are doing fine, but I am not. I don’t have any language!”

Best Practice (Good Thinking!)What is the big idea?

EAL learners need grammar lessons to improve”

“Teach them English first so they can do my class”

“Can you take them out and do the work “

“Simplify it, so they can do it”

Cummins’ Iceberg Model

BICS

BasicInterpersonal

CommunicativeSkill

CALP

Cognitive andAcademicLanguage

Proficiency

(Cummins)

Cummin’s Dual Iceberg Model

Surface Featuresof L1

Surface Featuresof L2

Common UnderlyingProficiency

(Cummins)

Features of L1

Features

of L2

00887-2007DWO-EN-20

Developing and transferring innovative practice that supports EAL learners

a. Subject knowledge (e.g. knowing the mathematics)

b. Pedagogic Content Knowledge (e.g. knowing how to teach (and how children learn) the mathematics)

c. Pedagogic Transfer Knowledge (e.g. knowing how to help teachers use a and b effectively)

Literature Geography History Literature

Geography

History

Describing

Evaluating

Expressing feelings

The top/bottom of the hill… the hillside..

The scenery….down by the river

beautiful, rugged,rolling hills, isolated, bleak, grandeur

The peak…the slope…the valley…the riverbank…rainfall…erosion

steep, contours,features

caused by…occurs when…

Naming

Locating

Describing

Cause and effect

Naming

Locating

Describing

Deducing

Hypothesising

Hilltop…slope…valley…riverbank….

hillfort..fortification…rampart…village…dwellings

defence…safety…shelter

was probably…could have been …most likely because…

High challenge

Low challenge

Low supportHigh support

frustration / anxiety zone

boredom zone

Learning/engagement zone

comfort zone

Four Zones of Teaching and Learning (adapted from Mariani 1997)

Zone of proximal development

ZPD

Child’s current achievement

Beyond reach at present

Contact Details

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17

High expectations

Quality first learning and teaching

Language rich environment

Pupils learn in subjects through:talk, text and writing

Pupils improve literacy skills by applying them in subjects

Literacy objectives included into subject teaching

Better subject learning – better literacy

Literacyand learning

Developingliteracy and learningtogether

Bloom’s taxonomy

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Original and New terms based on Pohl by Kurwongbah State School, Australia.By Kurwongbah State School, Australia

Active engagement

• Purpose• Challenge• Collaboration• Metacognition• Converting ideas or information from one

form to another• Activating prior knowledge/thinking• Scaffolding

A teaching and learning sequence

Exploratory talk

Report back to class

Write recount text

Active readingSpeaking as an

expert (formal)

Analytical or discursive text

Speaking & ListeningHow do we develop effective talk?

23

The framework of cross-curricular objectives: talk

U s in g ta lkto c la rify

a n d pre se ntid e as

A c tive lis te n ingto

u n de rsta nd

T a lk inga nd

th ink ingto ge th er

L e arn ingth rou gh

ta lk

Key aspect of the framework

Three strands of learning through talk

A continuum of talk

Informal Formal

Playground talk

Speaking to boss

Reading the news

Presenting feedback to peers Giving a lecture

How can we encourage pupils to talk productively?

• Rules for group talk • Assigning roles • Concrete preparation• Cognitive conflict (asking the right question)• Collaboration• Metacognition

(Adapted from ‘Improving learning through cognitive intervention’ GTCEwww.gtce.org.uk/research/romtopics/rom_teachingandlearning/case_jun01/ )

Coffee Break10:00 – 10:30am

ReadingHow can I help them to read better?

28

The framework of cross-curricular objectives: text

D e ve lo p ingre se a rch

a nds tu d y sk ills

R e ad ingfo r

m e an ing

U n d ers tan d ingh o w te x ts

w o rk

L e arn ingfromte xt

Key aspect of the framework

Three strands of learning from text

29

Active readingTeachers will need to… ensure that there is no

right answer sometimes modify (not

simplify) the text ensure that all pupils can

contribute make the strategies

explicit.

Pupils will need to…• predict • try out ideas• talk• organise• infer• deduce• engage.

WritingHow can I get them to write better?

32

The framework of cross-curricular objectives: writing

U s in g w rit inga s a to o l

fo rth ou ght

S tru ctu ringa nd

o rg a n is ingw ritin g

D e ve lo p ingc le ar a nd

a p pro p ria tee xp ress ion

L e arn ingth rou ghw ritin g

Key aspect of the framework

Three strands of learning through writing

What are we learning about?

Access to the curriculum:making contexts supportive for children learning EAL

Building on previous experience

Planned opportunities for speaking and listening

Activating priorknowledge

Ensuring contexts areculturally familiar

Creatingshared

experiences

Using bilingual strategies

Using assessment for learning

Talk as presentation

Talk as process

ModellingGraphic

organisers and other visuals

Scaffolding language and learning

Frames and prompts

Collaborative activities

Print environment

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