english as an additional language (eal) and mfl. aims this session will help pgce students to...
TRANSCRIPT
English as an Additional English as an Additional Language (EAL) and MFLLanguage (EAL) and MFL
AimsAims
This session will help PGCE students to develop This session will help PGCE students to develop their knowledge about:their knowledge about:
the needs of learners with English as an Additional the needs of learners with English as an Additional Language.Language.
the principles of EAL pedagogythe principles of EAL pedagogy Practical techniques and strategies for supporting Practical techniques and strategies for supporting
EAL learnersEAL learners Use of ICT to support EAL learnersUse of ICT to support EAL learners TS 5 TS 5
..
Overview
What is EAL? Background to EAL in the UK Principles of EAL pedagogy Techniques and strategies for supporting
EAL learners Using ICT to support EAL learners Pupil Portraits of EAL learners
WHAT IS EAL?WHAT IS EAL?
The term English as Additional The term English as Additional LanguageLanguage
Refers to students whose first language is other Refers to students whose first language is other than English.than English.
EAL learners have many learning needs which EAL learners have many learning needs which are same as students whose first language is are same as students whose first language is EnglishEnglish
BUT:BUT: These pupils have very distinct needs as they are These pupils have very distinct needs as they are
learning in and through another language. (Naldic, learning in and through another language. (Naldic, 2012) 2012)
BackgroundBackground
– Which figure is closest to the current number of Which figure is closest to the current number of learners with EAL in the UK?learners with EAL in the UK?
– 250,000250,000– 500,000500,000– 1 million1 million
TaskTask
Rank Rank these languages in these languages in approximate order from most approximate order from most widely spoken to least widely widely spoken to least widely spoken ‘home’ or other spoken ‘home’ or other language in schoolslanguage in schools
YorubaYorubaTamilTamilFrenchFrenchTurkishTurkishSpanishSpanishAlbanianAlbanianChineseChinese
PanjabiPanjabiUrduUrduBengaliBengaliPolishPolishGujaratiGujaratiSomaliSomaliArabicArabic
EnglishEnglish 5,587,9055,587,905 Port’gsePort’gse 22,66022,660PanjabiPanjabi 113,195113,195 TamilTamil 22,51522,515UrduUrdu 103,730103,730 FrenchFrench 20,92020,920BengaliBengali 85,21085,210 TurkishTurkish 19,69019,690PolishPolish 47,13547,135 ChineseChinese 16,41016,410GujaratiGujarati 40,47040,470 YorubaYoruba 15,55015,550SomaliSomali 40,41040,410 SpanishSpanish 13,13513,135ArabicArabic 30,53030,530 AlbanianAlbanian 10,95010,950
January 2011 School Census indicated there are 16 languages which are spoken by more than 10,000 pupils in the UK
2011 School Census
Your school context
Discuss in groups: Numbers of EAL students in your school Provision for EAL students
10 minutes – Group feedback summary
EAL – a diffused curriculum EAL – a diffused curriculum concern’(Leung,2010)concern’(Leung,2010)
Within the school system:Within the school system:– EAL has no status as subject within the discipline within the NC. EAL has no status as subject within the discipline within the NC.
‘‘a supra-subject phenonenom’a supra-subject phenonenom’ A broad cross-curricular perspective though within which a number of A broad cross-curricular perspective though within which a number of
pedagogical principles can be identified:pedagogical principles can be identified:– Enquiry based activitiesEnquiry based activities– Meaningful use of a languageMeaningful use of a language– Flexible use of group work (Bourne, 1989)Flexible use of group work (Bourne, 1989)– Use of visual support.Use of visual support.– Little focus on language learning itself.Little focus on language learning itself.
Assumption appears to be that if teacher plan effectively and follow Assumption appears to be that if teacher plan effectively and follow above practices then second-development will occur (no need for a above practices then second-development will occur (no need for a detailed language planning and teaching).detailed language planning and teaching).
Social English develops more quickly – 2 years.Social English develops more quickly – 2 years. Academic English – 5 -7 years
Language PolicyLanguage Policy
Dominant Policies Dominant Policies and approaches to and approaches to EALEAL
Assimilation Withdrawal Mainstreaming
1950s and 1960s.
Late ’60s, 1970s until mid 1980s.
EAL Pedagogy
Principles derived from practice
Adapted from theThe Distinctiveness of EAL Pedagogy
http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/pedagogy
General Principles which underpin good practice for pupils learning EAL
Although every teaching situation is different, these principles underpin good practice for teaching EAL learners. • Activating prior knowledge • The provision of a rich contextual background to make
input comprehensible • Actively encouraging comprehensible output • Drawing the learner's attention to the relationship
between form and function; making key grammatical elements explicit
• Developing learner independence
Nicola Davies 2012 http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/pedagogy
1) Activating learners’ prior knowledge
Experience of learners will be varied – some very literate in first language with good curriculum knowledge
Others patchy education in home country Some low levels of literacy in first language/ Learning is about integrating old knowledge with new –
mapping new knowledge onto existing schema (mental models).
‘In second or additional language learning, prior knowledge of content and language plays a major role in helping to make second language input comprehensible’ (Davies, 2012)
KWL (Know, Want to find out, Learned)
Activities for activating prior knowledge
brainstorming in small groups or pairs discovery tasks
2) The provision of a rich contextual background to make input comprehensible
EAL students need extra contextual support in order to make sense of new information and language.
Helps them to conceptualise tasks even when language is limited
MFL already in good position – use of a lot of visual support – explain meaning in context
Examples of key visuals
maps, diagrams, charts, tables, semantic webs, graphs, time-lines, outlines of causal sequences, videos, computer graphics, web pages etc.
Key visuals – EAL and Science
EAL and DT
3) Actively encouraging comprehensible output
Encourged to produce spoken and written language from an early stage of the lesson(s) onwards.
Important for both cognitive and linguistic development/awareness of own language learning needs
Examples - Using peer tutoring, collaborative learning, drama and role play,
4) Drawing the learner's attention to the relationship between form and function;
key grammatical elements are pointed out and made explicit.
Students should be aware of the language forms, structures and used to convey content.
Structures used to discuss meaning/ talking about ways of expressing politeness
when asking for something;
5) Developing learner independence
Development of learning strategies
– organisational/planning– Grouping/classifying– Collaboration
Development of self-reliance– Teaching of study skills -reading strategies, note
taking etc
Task
Present your strategy/task that you have prepared to your group.
Analyse the strategies and consider the extent to which they follow the principles of EAL Pedagogy
Choose one activity which you think reflects these principles particularly well and feedback to the whole class.
Time: 30 mins
Good practice in MFL is good practice for EAL
In what ways does much of existing practice in MFL support EAL learners?
Discuss in groups
Good practice in MFL is good practice for EAL
Most of the lesson is delivered in TL Visual support is provided for new
vocabulary. Written work is carefully structured to provide
models for pupils to follow
Supporting EAL learners – general points
Well- structured lessons Active and engaging tasks that encourage all
pupils to participate;
Teaching and learning strategies that are oral and interactive;
■ effective short-term planning – use of support staff
Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
subject-specific language skills and conventions of particular forms of writing – made explicit by teacher.
planned opportunities for oral rehearsal in pairs and in small groups;
Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
The use of first language in MFL
Being multi-lingual an advantage Likely to have better understanding of
grammar/ language awareness Appropriate use of L1 in MFL class is very
important
Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
Golden rules for L1 use
Appropriate where cognitive challenge is high When developing proficiency in English – use
of first language to help comprehension Oral rehearsal will aid reflection – e.g before
responding to a text When not appropriate to use? Access and engagement in modern foreign languages
Ref: DfES 0090-2004 © Crown copyright 2004
Differences in language systems
Useful to be aware of the differences between language systems and so you are able to detect and address common first language related errors.
Suggested useful text from Emily
Differences in language systems
In Urdu, gender and number are both shown through the verb inflection and the tense is provided through a verb suffix (Inflection – marking of a grammatical relationship with an affix e.g –ing, -ed)
■ In Chinese languages, tense is conveyed other than through the verb, and the ends of words are not usually pronounced.
■ Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
Differences in language systems
Russian verbs have aspects as well as tense. (progressive/continuous and perfect aspect).
■ Most languages do not have the definite and indefinite articles; not all languages have genders.
Source: Access and engagement in modern foreign
languages Ref: DfES 0090-2004 © Crown copyright 2004.
Differences in language systems
In many South Asian languages, ‘yesterday’ and ‘tomorrow’ are the same word and the time is defined via the verb inflection. Speakers of these languages will already have had difficulty learning that these expressions of time are important in
English and will probably now have to learn that they are also important in the
target language. 20 Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
Differences in language systems
■ Vocabulary differences may include greater precision in describing family relationships than are present in English or the target language. For example, ‘tante’
Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
Suggested activities – using a speaking frame -Example
Year 7 – Supporting EAL learners – knowledge of cultural
differences Sentence starters provided
Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
A Speaking Frame
En France La journée commence
… La recré dure … Il y a … cours … Les élèves portent …
Access and engagement in modern foreign languages Ref: DfES 0090-2004 © Crown copyright 2004
En Angleterre
Starter activities
Make starter activities ‘concrete’: matching vocabulary or grouping similar words
Mini-Whiteboards:– allow pupils to try out their ideas without errors being
permanent. – Can be used to show drawings or symbols in response to
questions.
Differentiate questioning.
Using ICT to support EAL (General)
http://www.youtube.com/watch?v=nCn02Qv2U7c&feature=player_embedded#t=385
How ICT supports first language use
Issues for older EAL learners
How might EAL learners in 6th form be supported in class?
What wider challenges might EAL learners face when applying to university?
Using ICT to support EAL
Mantra Lingua’s Recordable Talking Pen http://www.naldic.org.uk/eal-teaching-and-lea
rning/eal-resources/bilingual
http://www.bfinclusion.org.uk/Resources_Spanish.htm
Pupil portraits
Group task Read the pupil portrait provided. Prepare a written advice sheet for staff A) for general support B) in the MFL classroom (choose a language
to be learned if not mentioned)# 20 to 30 minutes
USING ICT
Overview of recommendations for supporting all learners some of which may be particularly useful for EAL learners
IPAD apps Use of QR codes FlickR Please look at these and try them out for
yourselves. Consider how they could be used and with what objective?
Bloom’s Taxonomy for IPADS
Bloom’s Taxonomy is a hierarchy of educational objectives developed by Benjamin Bloom and his colleagues in the 1950s.
Tolisano used it to analyse IPAD apps and found examples of each level of objective in the cognitive domain
Practising vocabulary
IPOD/IPAD APP
This app allows you to have up to 6 dice on the "table" at one time.
Can be used in writing activity, for example with pictures and words as prompts.
See http://palmyraspanish1.blogspot.co.uk/2013/02/make-dice-app.html
IPOD/IPAD APP
‘Make Dice’ App Add your own pictures
and vocabulary – and ‘throw’ the dice.
Le Mur Parlant- Or How to Create Augmented Reality Talking Displays (using Aurasma)
Using FlickR in educationhttp://www.teachthought.com/social-media/13-ways-you-can-use-flickr-in-the-classroom/
The magic of QR codes in the classroom - Karen Mensing
www.youtube.com/watch?v=NRgWRXFXLQs
Reminders – Please write down
1) see email every day and to respond to whomsoever immediately
2) There may be notice any Thursday pm by 2pm of an inspection the following Monday. this will involve having ALL files brought in, so Subject work, PDP and Teaching File UP TO DATE.
3) Readiness for school visits- Ensure colleagues in school inc reception know, ensure PDP and teaching file WITH LESSON EVALUATIONS COMPLETED WITH PUPIL EVIDENCE UP TO DATE handed to the tutor, give the tutor a copy of the lesson plan. You will have an email notice but possibly not very much .Just do what you would normally do!
4) Ensure markbooks as per last email from Jane are started.
Jane’s tutees - Please see an email from her