Key Stage 3National Strategy

INCLUSIONSupporting pupils learning

English as an additional language

University of Nottingham

Secondary PGCE trainees

Deryn Hall RD KS3

December 9th 2003

Key Stage 3 National Strategy© Crown copyright Slide 1.16

Aims for session

To support trainees’ understanding of the challenges for pupils learning English as an additional language

To consider what schools and teachers can do to maximise the attainment of pupils learning EAL

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QtT standards

have high expectations of all pupils 1.1

identify and support….. those who are failing to achieve their potential in learning 3.2.4

Can identify the levels of attainment of those learning EAL and begin to analyse the language demands of teaching tasks to provide cognitive challenges (with help) 3.2.5

are able to support those learning EAL (with help)3.3.5

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Three principles of inclusionNational Curriculum 2000

setting suitable learning challenges

responding to pupils’ diverse needs

overcoming potential barriers to learning and assessment for individuals and groups of pupils

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Ofsted finding 2001

African Caribbean and Pakistani pupils have derived least benefit from the current rising levels of attainment; the gap between them and their white peers is bigger now than a decade ago

The attainment of Bangladeshi pupils has improved significantly but the gap between them and their white peers remains consistent

The number of pupils from minority ethnic groups, especially refugees and asylum seekers has increased in almost all LEAs visited

Ofsted 2001 ‘Managing support for the attainment of pupils from ethnic minority groups’

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Clarifying the terminology

EAL: pupils for whom English is an Additional Language

Bilingual: pupils who are ‘living in two or more languages’ i.e. those who have access to, or need to use, two or more languages at home and at school

Minority Ethnic: pupils whose families originate from cultural groups other than the indigenous majority

EMAS: Ethnic Minority Achievement Services

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Pupils learning EAL: some variables

• little or no formal schooling

• significant gaps

• different education experiences

• full education abroad

• full UK primary

• new to learning English

• becoming familiar, increasing fluency

• growing in confidence

•fluent

• L1 shared by majority

• L1 peer group

• range of cultures and languages

• isolated learner

• linguistic minority

• linguistic majorities

• bilingual families

• ‘elite’ bilinguals

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The attainment gap

Social,

personal, informal, oral, responsive, contextualised

Academic,

impersonal, formal, written, planned, abstract

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Cummins model

High cognitive demand

Low demand

Context embedded Un-embedded

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What pupils with EAL bring to the learning situation

knowledge of fluent talk in L1

commitment and purpose

an openness to all kinds of new input

an understanding that languages and grammars differ

sometimes the ability to write in other ;languages

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Principles of teaching and learning in the KS3 Strategy

Supportive features in all strands:

Structured lessons with a clear focus to draw in pupils from the start.

Active, engaging and challenging tasks that build on pupils’ prior knowledge and encourage all pupils to participate

Teaching and learning strategies that are active and oral and appeal to a wide range of learning styles.

Subject-specific language skills and conventions of particular forms of writing are made explicit and demonstrated by teachers.

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Principles of teaching and learning in the KS3 Strategy

Continued…

Planned opportunities for oral rehearsal in pairs and small groups, including time for pupils to reflect on their learning

Encouraging independent learning through a process of teacher demonstration, shared work and scaffoldedtasks

A requirement that pupils apply their learning, supported through group work, before being expected to operate independently

An emphasis on short term planning, maximising learning opportunities and support of other adults in the classroom

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Video sequence: Year 9 science

What does the teacher do to support and include pupils?

How are pupils paired/grouped?

What role does talk and oral rehearsal play?

How do the provided resources help?

How does the explicit focus on language support pupils’understanding of scientific processes and concepts

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Identified factors in success

Factors that enable ethnic minority pupils to develop successful use of English

• joint planning between mainstream and specialist ‘ethnic minority achievement’ staff (EMA)

• a focus on the content of the lesson, ensuring appropriate cognitive challenge

• a parallel focus on the language necessary to complete the task

• opportunities to use and build on their first language skills where appropriate

• continuing support with writing‘Managing support for the attainment of pupils from ethnic minority groups’ Ofsted 2001

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Inclusion: making it happen

Schools need to…

• manage and interpret data as part of regular monitoring and tracking for individuals and groups of pupils

• translate information gathered into clear curriculum targets for individuals and groups

• communicate – so that data and targets form part of planning, teaching and assessment for learning

• manage staff and resources

• manage the design for learning

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Discussion 1

Inclusion: raising ethnic minority attainment

Monitoring and tracking

• How is pupil progress monitored?

• What range of data is collected?

• What else might be included?

• What questions about pupil progress does this raise?

• How does the data compare with that collected in other practice schools?

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Inclusion: making it happen

Teachers need to…

• set high expectations and appropriate challenge

• nurture pupils’ cultural and linguistic self esteem

• build upon pupils’ prior knowledge and experiences

• be explicit about how the language of their subject works

• enhance purposeful talk and offer active learning opportunities within the classroom

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Discussion 2

Inclusion: raising ethnic minority attainment

Managing teaching and learning

• How should planning include those pupils learning EAL?

• What classroom strategies can be used to support them?

• How is any available additional classroom support deployed?

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Ofsted 2001

‘ considerable evidence that once proficiency in English was achieved, the progress for pupils with EAL across the curriculum was rapid and their attainment on a par or higher than that of their monolingual peers’

‘Managing support for the attainment of pupils from ethnic minority groups’ Ofsted report 2001

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Strategy resources

• ‘Unlocking potential: raising ethnic minority attainment at Key Stage 3’ ( school management file and video)

• ‘Access and engagement in…..’ (a set of subject-specific booklets)

• ‘Grammar for writing: supporting pupils learning English as an additional language’ (training file)

• ‘The assessment of pupils learning EAL’ and ‘Targeting for success’ forthcoming - see also case studies of effective LEA and school practice 2003/4 on www.standards.dfes.gov.uk/keystage3

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I dream in Bengali

the language of my home

my mother

my father

my heart

I dream in Bengali

I write in English

the language of my country

my school

my friends

my future

I write in English

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Process of lesson design

‘The limits of my language are the limits of my life…’

Wittgenstein