Kamil Trzebiatowski EAL Coordinator, Newland School for Girls, Kingston-upon-Hull

EAL Academy AssociateTeachMeet Newcastle #TMIncl: 7 May 2015

Recognizing Academic Literacies: Different Subject = Different Language

http://valuediversity-teacher.co.uk/

Study skills

Academic sociali-zation

Academic literacies

Three Approaches to Student Writing in Academic Contexts

• Literacy mainly as individual and cognitive skill

• Surface features of language forms• Assumes students can transfer

their knowledge of writing/literacy from one context to another

• Students are “acculturated” into subject-based discourses

• Students acquire ways of talking/writing thinking typical for a subject

• Assumes that when students have learned the rules of a subject, they can use it unproblematically

• Concerned with meaning-making, authority, power

• Literacy acquisition more complex, nuanced, socially-based, including power relations between people and institutions

Based on Lea, R. and Street, B. (2006) ‘The “Academic Literacies” Model: Theory and Applications’, Theory into

Practice. Vol.45(4), pp. 368-377

Present SimpleWhy no –s?

May/might/can/could + verb

Where is the SUBJECT???

Present simple (-s)

Where is the SUBJECT???

May/might/can/could + verb

Present Simple (-s)

Passive voice

Passive voicePresent simple (-s)

Where is the SUBJECT???Passive voice

CONFUSING TO AN EAL LEARNER

A TES Resources activity available at: https://www.tes.co.uk/teaching-resource/ks3-geography--

globalisation-11003632

Passive Voice

Passive Voice

Passive Voice

Passive VoicePassive Voice

Passive Voice

Oh no! Why not “is corroded?”

Why not “is lost”?

Oh no! Why not “one problem is

faced”?

Passive Voice

And suddenly it’s

all in

active voice

Image from Fraser, Coppock and Partridge (2003) Starting Science for

Scotland: Book Two

PAST SIMPLE

PRESENT SIMPLE

HOW DO I MAKE THIS MORE ACCESSIBLE?

Only 2 cases of passive voice here!

Images from Shephard & Shephard (2007) Re-discovering The Twentieth Century World: A

World Study After 1900.

Most people __________in their homes, usually under the stairs or in the ground-floor rooms. Thousands ______ Anderson shelters in their gardens. In London, underground train stations were ___________ places to shelter.

Londoners __________________ platform tickets and then ____________ in the stations for the rest of the night. At first the government __________ to ban this, but as there ________________ not enough public shelters it

eventually _______________ to give in.

sheltered bought were tried Camped

were built had

Tasks:1. Use the words in the box to fill in the gaps2. Mark subjects in the text

What did they do in their homes?

Thousands of who did what?

What were popular places?

What did the Londoners buy?

Why did they have to give in?

What did the government try to ban?

What did they do in the stations?

Did they have to do this just once or many times?

Underline the subjects

Use your answers to write the diary extract.

You can only use “I” or “we” for your subjects.

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!

Maria is in a shop. She buys a hat for £3.99. Maria gives the shopkeeper a £5 note. The shopkeeper gives her seven coins in change. What could these coins be?

Using the grid can you work out 5 possible combinations of seven coins which add up to £1.01?

Karen is making book shelves. She wants to make 3 shelves that are 1.25m long. She has a piece of wood that is 5m long. What length of wood will be left over?

I buy 6 CDs costing £6.99. How much change do I get from £50?

Joe’s mum says he can invite 30 people to his party. So far, he has invited 9 boys and 12 girls. How many more children can he invite?

Maria is in a shop. She buys a hat for £3.99. Maria gives the shopkeeper a £5 note. The shopkeeper gives her seven coins in change. What could these coins be?

Using the grid can you work out 5 possible combinations of seven coins which add up to £1.01?

FIRST HALF SECOND HALFShe buys a £5 note.Maria gives the shopkeeper a hat.The shopkeeper gives her seven coins in change.

WHAT?

Entrepreneurs

The term entrepreneur has its origin in the French verb entreprendre meaning to undertake something. Entrepreneurs were viewed as people taking risks.

An entrepreneur is a person who provides the initiative and takes the risk in establishing a new business to produce a product or service.

An entrepreneur transfers an idea into an actual business that generates sales and profit. The entrepreneur brings together and harmonises the other factors of production, land, labour and capital, to carry out the activity.

Entrepreneurs are characterised by their initiative in seeking out new opportunities, inventing new products and services. They imagine, they create, they turn opportunities into businesses.

Entrepreneurs will usually invest some of their own money and take the risk associated with the investment. If the business does not succeed the entrepreneur may lose some or all of that money. If the business is successful the entrepreneur will make a profit.

They are usually self-confident, sure of their goals and of how to achieve them, action-oriented, with high energy levels and a capacity to work with uncertain situations.

Bring a small pan of water to the boil and cook the noodles following pack instructions. Drain, rinse under cold running water to stop them cooking further, then drizzle over a little oil to prevent them sticking together. Divide between 2 deep bowls.

Heat a wok over high heat and add the rest of the oil. When it starts to smoke, add the ginger and chilli, then stir-fry for a few secs. Add the chicken and stir-fry for 2 mins. As the meat starts to turn brown, add the rice wine and cook for 3 mins more. Add the vegetable stock, bring to a simmer, then add the mushrooms. Season with the dark soy, light soy and rice vinegar.

Bring back to a simmer, then add the cornflour paste. Simmer and stir until thickened. Stir in the beansprouts and most of the spring onions, then ladle the soup over the noodles. Serve immediately, scattered with the remaining spring onions.

_________a small pan of water to the boil and _________ the noodles following pack instructions. _________, _________ under cold running water to stop them cooking further, then _________ over a little oil to prevent them sticking together. _________ between 2 deep bowls.

_________ a wok over high heat and add the rest of the oil. When it starts to smoke, _________ the ginger and chilli, then stir-fry for a few secs. _________ the chicken and stir-fry for 2 mins. As the meat starts to turn brown, add the rice wine and cook for 3 mins more. _________ the vegetable stock, _________ to a simmer, then add the mushrooms. _________ with the dark soy, light soy and rice vinegar.

_________ back to a simmer, then _________ the cornflour paste. _________ and _________ until thickened. _________ in the beansprouts and most of the spring onions, then _________ the soup over the noodles. _________ immediately, scattered with the remaining spring onions.

BRING X2 DRAIN DIVIDE

DRIZZLE COOK SEASON

ADD X5 SEASON HEAT

LADLE SERVE STIR

IMPERATIVES

Substitution tables

1. What language does your subject demand of your students?2. How can you make your learners into thinking about this

language?1. Barrier games?2. Substitution tables?3. Gap fills / clozes (with clues or without)?4. Jumbled up sentences5. Halves of sentences to be matched up?6. Annotating your text with categories?7. “Banning” your learners from using certain language?

Consider