Pupils learning English as an Additional Language: In what form does inclusion successfully aid their attainment in the secondary school? Catherine Roberts – NQT of English “providing effective learning opportunities for all pupils”

Central issues from published research Tactics observed within schools Categorisation into three key objectives Recommended implementation through roles and responsibilities Overview

Central issues from literature NALDIC paper (1999): The distinctiveness of EAL pupils The distinctiveness of their task The distinctiveness of EAL pedagogy Cummins (1992): Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency BICS = 2 years CALP = 7 years

The distinctiveness of the EAL pupil Issue 1: Welcoming and stress-free environment Positive school ethos Use of home language Common underlying proficiency Bilingual resources DfES guidance ‘Access and Engagement’  Visual displays of expected work & achievement  Celebrate diversity Incentives to classmates Involve in …...routines Recognise the whole child and encourage participation wherever possible ‘Buddy’ or TA  Extra-curricular opportunities Staggered start Key Objective 1

Staff The distinctiveness of the EAL learner’s task Issue 2: Utilise expert staff to provide whole school opportunities for attainment of EAL pupils Assessment and monitoring Channels of communication Distinctive opportunities to learn and attain Pupil Parents  A Language In Common- QCA  On entry- transition or new arrival? SEN?  Results shared with staff  After school/ registration/ summer  KS4 Learning Support Option (Adult Literacy Certificates)  GCSE in home language Key Objective 2 Buddy Mentor Expert

Develop teachers’ ability to provide EAL pupils with access to lesson content The distinctiveness of EAL pedagogy Issue 3: Whole school training Lesson planning for learning Lesson planning for assessment  LA advice and support  INSET provision  Partnership planning  Activities:.collaboration, ICT  Content vs. language demands  Assessment for Learning: clear objectives, keywords explained, traffic lights, success criteria, peer/self assessment, questioning, no hands, formative feedback Key Objective 3

In what form does inclusion successfully aid the attainment of EAL pupils? Setting suitable learning objectives Responding to pupils’ diverse needs Overcoming potential barriers to learning and assessment Key Objective 1: Recognise the whole child and encourage participation wherever possible. Key Objective 2: Utilise expert staff to provide whole school opportunities for attainment of EAL pupils. Key Objective 3: Develop teachers’ ability to provide EAL pupils with access to lesson content.

Recommended roles and responsibilities DfES Ethnic Minority Achievement Dept Provide funding through EMAG and publish guidance on its use; fund pilot projects to link EMAG to wider curriculum initiatives. Local Authority Ethnic Minority Advisory Team Provide support and advice to schools, including bilingual assessment expertise. School Governors Oversee Senior Management spending of EMAG; ensure school policies reflect cultural diversity. School Head/Senior Management Decide on distribution of EMAG for dedicated EAL staff; allocate time to staff training. School School EMAG staff/team/dept Initial assessment of EAL pupils; provide welcoming contact for pupil and parents; minimal withdrawal sessions; partnership planning with teachers; source resources; allocate TAs to targeted pupils. Classroom Teacher Differentiated planning; formative assessment; use of QCA Scale for summative assessment; seek advice and support from EMAG team; possibly qualify as AST in EAL. Classroom TA (mono-/ bilingual) Support targeted pupils in class, ensuring they understand task and intended outcomes; help with assessment.

Pupils learning English as an Additional Language: In what form does inclusion successfully aid their attainment in the secondary school? Catherine Roberts – NQT of English “providing effective learning opportunities for all pupils”