eal: a snapshot of resources
DESCRIPTION
EAL: A snapshot of resources . Strategies: Buddy Systems Interviewing students Key words Visual cues Assessment. Group C: Jacqui Ryan Victoria Seth Nick Peter. Language is not always clear cut. There are complexities, mannerisms, idioms; all of which impact understanding. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/1.jpg)
EAL: A snapshot
of resources Strategies:
Buddy SystemsInterviewing studentsKey words Visual cuesAssessment
Group C:JacquiRyanVictoriaSethNickPeter
![Page 2: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/2.jpg)
Language is not always clear cut
There are complexities, mannerisms, idioms; all of which impact understanding.
LEARNING is affected.
You will now be ‘put in the shoes’ of EAL students in
the classroom.
![Page 3: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/3.jpg)
سنوات سبع نرحبوجبة تشكل ما لمعرفةصحية
المستوى تحديد: الرابعوتسمية في األطعمةصحنك
لوحة تصميمتبين التي الغذائيةالالزمة العناصر
صحية وجبة لتناول
![Page 4: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/4.jpg)
![Page 5: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/5.jpg)
Explaining your learning episode
Group 1 Group 2
No visual cues
Lack of task clarity
Resources were given Poor
questioning
Use of visual cuesBuddy SystemKey words Prior
knowledgeLevel
descriptors
KQ: How did your groups’ resources make you feel as a learner?
![Page 6: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/6.jpg)
BuddyingThe use of a buddy helps students to feel comfortable in the classroom and not overwhelmed.
Evidence: Strategies
![Page 7: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/7.jpg)
Advantages
Buddy
confidence
integration
support
![Page 8: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/8.jpg)
Vygotsky’s ‘Zone of Proximal
Development’ (1978) describes how the learner can only
perform new functions and activities with assistance to
master new skills. A buddy can
provide this help non-intrusively.Krashan’s (1988) theory of ‘’input hypothesis’ is similar to Vygotsky’s ‘zone of proximal development’. This looks at language being gained by the learner if it is one stage ahead of their current linguistic level. A buddy can assist with this by explaining what is required in a lesson.
![Page 9: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/9.jpg)
Bruner (1978) looks at scaffolding which uses interaction again to help a student achieve. Buddies
can provide this support if it is done constructively to help achieve a
specific goal.
![Page 10: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/10.jpg)
References
• Bruner, J. (1978) The role of dialogue in language acquisition in A. Sinclair, R.J. Jarvelle, and W.J.M. Levelt (eds.) The Child’s Concept of Language. New York: Springer-Verlag
• Krashen, S. D. (1988) Second Language Acquisition and Second Language Learning. Prentice-Hall International
• Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press
![Page 11: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/11.jpg)
Evidence: Strategies
Student Voice
KQ: What is it we want to hear from students that will help improve their learning outcomes?Why use Student Voice?
In depth understanding of learnersand needs compared to school data
Improves relationship with our learners
Shares a global perspective across the whole school
Engages EAL students in having an active role in their learning.
Develops personal independence
![Page 12: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/12.jpg)
Evidence: Strategies
Keywords
Keywords are words which are central to a child’s understanding of a topic or subject. This could be words for objects (things), verbs (actions) and also more abstract concepts and processes (words which describe size, weight, position, emotion, time etc.)
![Page 13: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/13.jpg)
Many studies indicate that there is
a strong, positive, reciprocal
relationship between word knowledge and reading comprehension (Baumann, Kame’enui, & Ash, 2003; National Reading Panel, 2000; RAND Reading
Study Group, 2002).
Vocabulary knowledge enables students to comprehend what they read, and the act of reading itself provides the opportunity for students to encounter and learn new words.
…So the more words students know, the more likely they are to learn new words easily (Shefelbine, 1990)
![Page 14: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/14.jpg)
Strategies for teaching/using keywords or key vocabulary include:
![Page 15: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/15.jpg)
ReferencesBaumann, J. F., Kame’enui, E. J., & Ash, G. E. (2003). Research on vocabulary
instruction: Voltaire Redux. In D. L. J. Flood, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English
language arts (2nd ed., pp. 752–785). Mahwah, NJ: Erlbaum. National Institute of Child Health and Human Development. (2000). Report of
the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S.
Government Printing Office. RAND Reading Study Group. (2002). Reading for understanding: Toward a
research and development program in reading comprehension. Washington, DC: U.S. Department of Education.
Shefelbine, J. (1990). Student factors related to variability in learning word
meanings from context. Journal of Reading Behaviour, 22, 71–97.
![Page 16: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/16.jpg)
Evidence: Strategies
Visual Cues The use of visual cues has been well documented.These cues aim to create a Universal language.
Learning Objective
Writing task
Success Criteria
![Page 17: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/17.jpg)
WAL: about how plants use light for foodWAL: about what is in a healthy meal
Task: Fill in the gaps on the ‘leaf structure’ sheetTask: Design an ‘eatwell plate’
Level 5: will be able to explain why leaves are greenLevel 5: will be able to explain why they have chosen foods for their healthy meal
WAL: ce qui est dans un repas sain
Tâche: Conception d'une ‘plaque saine’
Niveau 5: sera en mesure d'expliquer pourquoi ils ont choisi les aliments pour leur repas sain
![Page 18: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/18.jpg)
WAL: about how plants use light for foodWAL: about what is in a healthy meal
Task: Fill in the gaps on the ‘leaf structure’ sheetTask: Design an ‘eatwell plate’
Level 5: will be able to explain why leaves are greenLevel 5: will be able to explain why they have chosen foods for their healthy meal
WAL: ce qui est dans un repas sain
Tâche: Conception d'une ‘plaque saine’
Niveau 5: sera en mesure d'expliquer pourquoi ils ont choisi les aliments pour leur repas sain
![Page 19: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/19.jpg)
Plass et al. (1998) have suggested that the linkage of audio to visual stimulus is particularly effective in terms of retention.
The students were able to select appropriate key words in their additional language and therefore learn
Omaggio (1979) further contributed that comprehension in ESL students is more likely when linking ‘chanting patterns’ with pictorial ideas.
![Page 20: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/20.jpg)
However, these strategies are
not solely helpful to EAL
students.
EAL percentages:-Inner London 49.1% -Buckinghamshire 12.3%.
(NALDIC, 2012).
Vaid and Frenck-Mestre (2002) discovered that the position of text and images due to visual field was important in billingual learners.
Left- language
Right- Picture recognition
VF VF
![Page 21: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/21.jpg)
Student Earth and Space (levelled task)
Earth and Space (adapted test)
Circuits(levelled task)
Circuits(adapted test)
Billingual student
3a 3b 4b 4c
LA student 4c 4c 4b 4a
A leaf is where photosynthesis happens
Images should be placed on the left hand side of the screen
The learner should have access to text on the right hand side
![Page 22: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/22.jpg)
ReferencesPlass, J.L., Chun, D. M. & Mayer, R.E. (1998) Supporting visual
and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36.
Omaggio, A. C. (1979) Pictures and Second Language Comprehension: Do They Help? Foreign Language Annals, 12(2), 107-116.Vaid, J. & Frenck-Mestre, C. (2002). Do orthographic cues aid
language identification? A laterality study with French-English bilinguals. Brain and Language, 82, 47-53.
![Page 23: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/23.jpg)
Evidence: Strategies
Assessment(Success criteria)
From our recent visit to Hendon School…..Over 50% of the pupils have English as their 2nd language, yet the school out-performs many schools in the area.
KQ: How has this happened?
![Page 24: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/24.jpg)
Initial Assessment is crucial.Some strategies are………..
Upon entry to the school in year 7 each pupil sits a test : Speaking, Listening, Reading and Writing.
The test results determine if they need any extra support. If so, EAL pupils are graded 1-3 to determine how much support they will receive inside/outside of the classroom.
Advanced Bilingual (ABL) buddy. Induction for ‘New to English’
students is run for a whole termDifferentiated Lesson Plans.
![Page 25: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/25.jpg)
My placement at Queens’ School:
A year 7 student recently arrived from Spain with
Zero English skills.I find that ICT lends itself very well to EAL.
Let me demonstrate ………
![Page 26: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/26.jpg)
Here is a Spanish demonstration of a software package
called Dreamweaver, used to create websites.
This is how I must have sounded to her ……
JUST FOLLOW THE CURSOR !!
tu comprendes ?
![Page 27: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/27.jpg)
BUT - I had no idea whether she fully understood.UNTIL - I developed a self assessment tool for understanding.Using my evidence I created a self assessment sheetUsing a self assessment sheet leads to:
Language independence
Instant visual feedback on the students’ understanding.
Inter-cultural symbols Learning Objectives
are simply copied from the board.
= Perfect!!
![Page 28: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/28.jpg)
There are a huge amount of strategies that can be used.
We have chosen some that are easy to implement and have proven effectiveness.
The EAL resource kit is also readily available online.
![Page 29: EAL: A snapshot of resources](https://reader035.vdocuments.site/reader035/viewer/2022081517/568165ac550346895dd89704/html5/thumbnails/29.jpg)
OPEN FOR QUESTION AND ANSWER