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Working with EAL Students Date: 22/08/ 2013 Louise Prior, SCL (English Whole School) 2 Induction Week

3 Educator and author, George Sampson's words from 1922 remain so relevant today: “Every teacher in English is a teacher of English, and all our pupils will benefit from a consistent approach.” (Geoff Barton)

Aims To consider second language acquisition by: Exploring barriers Looking at how we can support the learning and understanding of EAL students Using strategies and tools to ensure students’ needs are being met 4

Young Person Family School Educational Setting Community Task: Exploring Barriers to Learning 5

Family Many parents do not have proficient language skills themselves Lack of spoken English in home Cultural expectations of boys and girls Aspirations of different ethnic groups School or Education setting Low self esteem Lack of Bi-lingual resources Prior education Lack of motivation Community Limited access to activities and facilities

SRS Students are not a homogenous (same) group SRS Students are not a homogenous (same) group  Many students born in UAE and other Arabic countries but enter school having limited experience of literacy in their own mother tongue and in English as their second language  Their school careers, life experiences and family backgrounds are wide and varied - many do not speak English in the home.  Within secondary classroom there is a tremendous diversity in students’ ability and oracy and literacy skills. 7

Some things SRS students say  “You want me to open/close the light?” Missing out the auxiliary verb ‘Do’? And using ‘open’ in wrong context.  “We go now?” instead of ‘Will we’ or ‘we will’. Translating literally from Arabic instead of using English skills.  You will find students punctuate their sentences with Arabic phrases such as ‘Yani’ and ‘Wallah’ … encourage students at all times to talk English in BC classes. 8

Specific information about students in your classroom enables you to support them better Most of this student data is available either on SIMS or on your class sets/lists Country of origin First language Education History Current Working Levels Ethnicity IEPs You should use this to inform your planning and differentiation. It is expected that you keep records and use this in your formal Lesson Observations. 9

Multi-sensory learning within the Classroom When learning new vocabulary students need to 10 See them Use them in another context Hear them Revise them Write them Read them Put them in a sentence

Instant Support Strategies 11 Translate Listen attentively to student Use the internet Use visual aids Simplify texts & focus on key words Use bilingual or picture dictionary Explain, model language mindmap Draw pictures Label diagrams glossaries

Emilie and her Grandfather show great kindness to Joey and Topthorn. They tend to their wounds and make sure that the horses have food, warmth and shelter. “It was little Emilie and her Grandfather who insisted they should look after us. They rubbed us down and saw to our sores and bruises. They fed us, watered us, and groomed us and somehow always found enough straw for a nice warm bed.” Expressions such as “look after”, “rubbed us down”, “saw to” tell us how gently the horses were treated. Other evidence is the “fed us, watered us”, “groomed us” and “warm bed”. This shows how Emilie and her Grandfather welcomed the horses and made them comfortable. This reminds us of how ….. Point Quote and Explanation Using Point, Quote, Explain (PQE) - Modelling Answers & Paragraphs Select key words in the question and circle them Underline the key features from the passage that relate to the question Make sure that you find at least 8 points Mark each of them with a number Answer in a paragraph using a topic sentence relating to the question R eword (where possible) the main point from the chosen features I n your OWN words S equence using Firstly, Secondly, Moreover, Finally or other suitable link phrase E xpress yourself using third person, present tense, formal tone and accurate spelling & punctuation. NO introduction or conclusion required blissful gleamed stinging developed treats enjoyed kindly weird hurtful simple delightful appreciated established clothing basic warm-hearted exhausted luxuries shattered humble traumatised garments shone strange How to SUMMARISE SYNONYM STARTERS FOR KEY WORDS

Further support strategies  Learning Objectives need to be clear, concise and specifically linked to the success criteria and skills eg: L/O To be able to solve a linear equation with unknowns on both sides using the balancing method.  Highlight key parts of sentence structure – verbs, nouns, subject  Pre-teach words and given them emphasis through voice tone  Provide opportunities to practise words through different contexts  Use visual organisers, tables, charts, writing frames and diagrams  Provide word banks or clouds to support language  Use Learning Mentors or colleagues (if team teaching) to visually harvest learning 13

Classroom Strategies 14 Give time to plan and to talk Encourage oracy Make eye contact Abdullah Create opportunities for groupwork Check understanding Cue them in – know their names

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16 In his text, Don’t call it Literacy, “ Our most effective teachers will, as well as knowing their subject, have used the specialised vocabulary of their subject: its one way that we will have identified them as experts. Yet this in itself isn’t enough. Great teachers don’t just use big words. Its about teaching – not just using – the specialist vocabulary of our subject.”

17 “Its about knowing the key vocabulary, the nouns, verbs and connectives, that help us to express our knowledge in the language of the expert or enthusiast.”

Key Points to Remember  Bilingualism is an asset.  The first language is key to an EAL pupil’s identity, learning and acquiring an additional language. “If they speak in broken English, it’s because they know another language.”  Mental challenge can and should be kept appropriately high through the provision of linguistic tools and contextual support.  Language acquisition goes hand in hand with cognitive skills (perception, reasoning, rationalising, evaluating … higher order thinking) and academic development with an inclusive curriculum as the context. 18

positive-feedback&catid=12&Itemid=134 positive-feedback&catid=12&Itemid=134 of-eal-students/ of-eal-students/ positive-feedback&catid=12&Itemid=134 positive-feedback&catid=12&Itemid=134 of-eal-students/ of-eal-students/ Useful Links/Websites 19

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