EAL in the mainstream curriculum

Ritsa Potamitis

Paul Burgess

we are indebted to Dr Virginia P Rojas

Introduction

our school…issues>>…

responsibilities… immersion vs submersion>>…what do we need

to do?

Why didn’t we brainstorm our

responsibilities?

“Lingualisms”

bilingualism

ambilingualism

additive bilingualism

subtractive bilingualism >>

Additive bilingualism

respect for primary language

primary and other languages a resource not a hindrance to EAL, e.g. Greek <-> English

EAL not a threat to any primary language

except where there is severe ASD children can be fluent in up to 7 languages

Can you understand something if you can’t say it?

How good must their English be?

How long does it take 90% of learners to achieve fluency?

5-7 yearssame developmental stages as primary language but times variable

For how many years do we need to teach English?

7 years

Genre/heteroglossia

• type I…survival words

• type II…tricky words

• type III…specialist vocabulary, e.g. pathetic fallacy

opinion vs evidence

How can English learners attain language proficiency and academic achievement simultaneously?

know our students

scaffolding

Scaffolding strategies [A]

affirm identity…know your students… informal<->SIMS

annotation…sticky notes…don’t write all over the ****** book [pb]!

Scaffolding strategies [B]

biography

blogging [or journaling]

brainstorming

Scaffolding strategies [C]

Cloze vocab exercise [fill in the blanks every words]

compare and contrast

cooperative learning…wikis, blogs and the read-write web

cubing…describing-comparing-associating-analyzing-applying-arguing

cue cards

Scaffolding strategies [D]

diversity awareness

Scaffolding strategies [E]

etymological awareness…most of the type III English words are Greek, aren’t they?

extend language

Scaffolding strategies [F]

find someone who

five-minute pause

four-square vocab chart

Frayer model

Scaffolding strategies [G]

genre…

tier I…survival words, e.g. toilet

tier II…polysemous words, e.g. set, ring, bad, slip, run, drive

tier III…technical/specialist words, e.g. photosynthesis, calculus

graphic organisers

Scaffolding strategies [H]

[smart] highlighting

Scaffolding strategies [I]

immersion not submersion

input, intake, output…formative assessment

Scaffolding strategies [J]

jigsaw

journaling or blogging

Scaffolding strategies [K]

KWL…know-want to know-learned

Scaffolding strategies [L]

linguistic buddy…be careful

learning log

list-classify-identify

Scaffolding strategies [M]

mind map

modelling language

multiculturalism…diversity as an opportunity not a threat

Scaffolding strategies [N]

numbered heads together

Scaffolding strategies [O]

opinion diagram

Scaffolding strategies [P]

parallel notes

practice, practice, practice

prefix mastery…including SI profixes

presentations

proximal development…difference between what a learner can do without help and with help

Scaffolding strategies [Q]

QAR…question-answer-response

Scaffolding strategies [R]

RAFT…role-audience-format-topics

register

rehearsing

rubrics

reverse word

Scaffolding strategies [S]

semantic mapping

sentence cards

sentence scaffolds

simultaneous vs sequential

story card

summarising

Scaffolding strategies [T]

T-chart

teach it…if you can teach you’ll recall 90%!

tic-tac-toe

tree diagram

think, pair, share

Scaffolding strategies [U]

ummh, errr ;-)

Scaffolding strategies [V]

Venn diagrams

visual association

vocab first…plan strategies to teach vocab at beginning of unit

vocab thru context

Scaffolding strategies [W]

whizz learners

word bank

word walls

word sort

writing to develop understanding

Scaffolding strategies [X]

ummh, errr ;-)

Scaffolding strategies [Y]

ummh, errr ;-)

Scaffolding strategies [Z]

ummh, errr ;-)

Resources [in no particular order]booksinter- and intradepartmental

cooperative developmentInternetline managerEAA, ERP, SPBweekly “myths fibs and

strategies”further trainingyour willingness to help

learners