j.m.flynn@mmu.ac.uk

To share experiences at MMU To assist reflection upon how to effect

institutional change with regard to EAL To reflect on the nature of the desired

changes

BA Primary -3 year degree

PGCE Primary

PGCE Secondary

Two sites- Crewe and Didsbury

“ It’s just another language that I know”

To equip all MMU student teachers to:

Support bilingual pupils- provide support for bilingualism, multilingualism as cultural capital

Support learners at various stages of EAL-support for additional language development

Support all learners for life in a multilingual world

Secondary Professional Practice

Primary English sessions Identity and diversity EAL specialism introduced

Finding “space” Assignments Placements

Lack of confidence Pedagogy Curriculum-Maths, science etc.

Staff training day-Language across

the curriculum focus

Discrete EAL sessions

Diversity experiences in Y1. Sbt task to profile a bilingual child.

BA primary

PGCert. Inclusive teaching of bilingual learners within the MA in Language Education

Skills centred curriculum

Few schools confident to talk about diversity with trainees

No agreed pedagogy

Involves Partnership team and Centre for Languages and English

Primary BA and Secondary PGSE Primary and secondary schools Observing good practice, trying it out,

dissemination Agreeing on a common language about

what good practice is and how schools can articulate this with students

Knowledge of cultural background and language

Evidence of value for and use of community languages and culture

Curriculum planning to identify language challenges at text, sentence and word level

Strategies to provide context and access to cognitive demand

Engagement in collaborative activities to practice language and content

Formative assessment

Identify:1. Language purpose or

genre2. Field- topic

vocabulary3. Language structures

(sentence grammar)

1. Explanation2. Compost, decompose, rot

down, bacteria3. You do not put X on the

compost because it does not decompose.

How to ensure access and practice these?

Set a problem solving activity.

Which things go in which do not and why?

Scribe, manager

Yes No

Paper

Potato peel

Plastic

Instructions for setting up a compost heap:

First get a ......Next put in some.......Then.......... After that.......

Conditions for helping the vegetables to decompose are:

1. Let ______ get to the compost so it is damp.

2.Let _____ get to the compost.

3. Put in______ for microorganisms

Over 2/3 expressed confidence with EAL in Y4

Students come themselves from backgrounds without diversity

Minority ethnic students experience aspects of the course differently

EAL is an important aspect of diversity/equal opportunities

Placement tasks vle materials Student experience Equal opportunities Increase depth of understanding Knowledge about language