1. Session 1 EAL pupil needs in the Mainstream Classroom 26th April, 2016
MSCITT: EAL INSET Day
Session 1 EAL pupil needs in the Mainstream Classroom 26th April, 2016

2. EAL’s Twofold Role The EAL Department must be central to school life in two broad operational spheres:
Academic
Pastoral / Welfare
“Survival English”
English Language Qualifications
Support in accessing the academic curriculum
Identify any welfare concerns
Encourage full involvement in school life
Support and develop school policy on language usage
Support and develop school policy on integration

3. Who are the key players?
Classroom teachers. (Formal & informal processes)
Other academic staff
All House staff and tutors
Whole-school concern, closely related to student welfare.
Survival English Aim: To allow the international student to operate confidently in an English-speaking environment.
How?
Induction process, but also ongoing.
Required to some degree at almost all levels
Monitoring of progress

4. What are these?
IGCSE First or Second Language
Cambridge ESOL Exams (Upper Suite) From A2 to C2
IELTS
SATs / TOEFL
How?
Expect high standards of work in the classroom and homework.
Monitoring student progress
Use a variety of teaching and learning strategies
Encourage best practice (observation and appraisal systems)
English Language Qualifications Aims: To provide the international student with the best qualifications he or she can get for FE and career opportunities.
Who are the key players?
EAL classroom teachers
HoD (Monitoring, syllabus review, record keeping, target setting)
House tutors
The students themselves (“Ownership”)

5. Testing
Classroom skills
Assist students
See samples of work
Links with “high demand” departments
Share best practice – EAL methodology
“Facilitators”
EAL teachers
Mixed nationality committees
Create vocabulary lists
Work on UK classroom learning styles.
Students
Varied T&L styles
Seek out advice
Flag concerns
All academic staff
Accessing the Academic Curriculum Aim: To allow the international student to study his or her preferred subjects successfully.
But how?
The EAL Department should be identifiable as the point of contact and the source of expertise.

6. Pastoral / Welfare
All teachers must play a part in the induction and ongoing care of the EAL student:
Fostering an atmosphere of genuine care and concern in the classroom.
Get their names right!
Encouraging dialogue.
Being available to students outside lesson time.
Encouraging full involvement in school life.
Clear lines of communication with House staff, through the HoD.
Communication with agents and parents.

7. Championing “Internationalism”
Celebrate the international student as a cultural asset
Raise the profile of the overseas student
Develop and maintain an environment suitable for the overseas learner
Help students to assimilate Englishness, not to become “Little Brits”

8. EAL Learner Needs Survival English Accessing the curriculum
English Language Qualifications
Accessing the curriculum
Aims: To allow the international student to operate comfortably and confidently in an English- speaking environment.
How?
Induction but also ongoing.
Required to some degree at almost all levels
Monitoring of progress.
Who is involved?
Classroom teachers. (Formal & informal processes)
Other academic staff
All House staff and tutors
Aims: To provide the international student with the qualifications he or she needs for FE and career opportunities.
How?
IGCSE First or Second Language
Cambridge ESOL Exams (Upper Suite) From A2 to C2
IELTS (University entry)
SATs / TOEFL
Who is involved?
EAL classroom teachers
HoD (Monitoring, syllabus review, record keeping, target setting)
Aims: English language ability should allow the international student to study his or her preferred subjects.
How?
Communication with other departments
Student committees
Inter departmental sharing of best practice
To encourage good independent study and classroom habits
Who is involved?
All academic and house staff.

10. MSCITT: EAL INSET Day
Session 2 “Putting yourself in their shoes” and responding to their needs 26th April, 2016

11. Language: experiencing the problems Scenario One
It is your second day in your new school in England. You could not do your prep because you lost your text book. Eventually you borrowed one from another student, but found the questions too hard. You spent hours looking up words in your electronic dictionary but eventually ran out of time. Your prep has not been finished and your teacher is now asking you why.
Work in pairs and take turns in explaining this to your partner.

12. Language: experiencing the problems Scenario Two
The teacher has just explained the concept of Photosynthesis to your class. You do not understand how the sun’s energy can be changed into a form of energy that can be used as food. Everyone else seems to understand.
Work in pairs and take turns in explaining your difficulty to the teacher (your partner).

13. Language: experiencing the problems Scenario Three
Definitely no cheating for this one!
Students, please close your eyes and turn away…
Boarding staff: Give the following instructions to the student but every second word must be REPLACED by the word “Aardvark”.
“Your sport today is football on the upper playing fields at 15:30. Please wait quietly if the under 14s have not finished their game. You must wear your red shirt, and take with you a green shirt to change into if required. Do not go via the town, as there have been reports of students smoking near the Post Office on the way to sport, and the area is being proctored. It is best to keep away.”

14. Clase de mates… Maths class…

15. CLIL Content and Language Integrated Learning
“All teachers are teachers of language”

16. Although there is no set format for CLIL lessons, the underlying principles are that:
Language is used to learn as well as to communicate; and
It is the subject matter which determines the language that students need to learn.
Further considerations are the 4cs curriculum: a CLIL lesson should include content, communication, cognition and culture, as well as elements of all four language skills.

17. What helps EAL students to learn school subjects in English?
CLIL survey results (Bentley and Phillips, 2007, target group: year olds in CLIL programmes):
Teacher Explanations
56%
Translations
49%
Pictures
38%
Friends
36%
Diagrams / use of computers
19%
Word lists
18%

18. CLIL Framework The 4 C’s: 1. Content Teaching and learning objectives
2. Communication
Specific language focus and activities
3. Cognition
Higher order thinking
4. Culture
International case studies
Source: ‘University of Nottingham School of Education. CLIL Planning tools for teachers’, Coyle, D: 2005

19. 4 stages 1. Processing the text
2. Identification and organisation of knowledge
3. Language identification
4. Tasks for students
Source: Coyle, 1999.

20. Lesson planning Language / Content
To describe the structure of the atom, limited to position, mass and charge of protons, neurons and electrons.
Explain how an insulator can be charged by friction, through the transfer of electrons.
Recall that like changes repel and unlike charges attract.
Tabulate results to infer conclusions.

21. Adapting worksheets Define / simplify language
List materials needed on board
Add headings
Provide a language frame:
If the charges are the same, the objects will repel / attract.
If the charges are different, they will _________ each other.
Sentence starters, writing frame. Matching / grid activities

22. Providing guided writing prompts for ‘complete sentences’
Conditional
Noun head
Aux.
verb
Main verb
Indefinite pronoun
conjunction
If the charges are the same / different
the objects
the ….
will
repel
attract
each other
because

23. Key strategies ) Visual Support Experiments
Maps, diagrams, charts, tables, graphs, time-lines
Key vocab
Lists and labels
‘On / Off task talk’: e.g. the experiment
Peer checking
INTERGRATED Learning
LEARNER AUTONOMY
Language essential for content
Modelling and extending
Cultural frameworks
Open questions
Study and exam skills )

24. For further information and resources on CLIL go to: https://www

26. Session 3 Useful Resources and activities 26th April, 2016
MSCITT: EAL INSET Day
Session 3 Useful Resources and activities 26th April, 2016

27. Useful websites and resources
British Council EAL-Nexus: resources and advice
Naldic (National Association for Language Development in the Curriculum)
The Bell Foundation
Onestopenglish.com
Cambridgeenglishteacher.org
Teaching with CLIL