1. j.m.flynn@mmu.ac.uk

2.  To share experiences at MMU  To assist reflection upon how to effect institutional change with regard to EAL  To reflect on the nature of the desired changes

3.  BA Primary -3 year degree  PGCE Primary  PGCE Secondary  Two sites- Crewe and Didsbury

4. “ It’s just another language that I know”

6. To equip all MMU student teachers to:  Support bilingual pupils- provide support for bilingualism, multilingualism as cultural capital  Support learners at various stages of EAL- support for additional language development  Support all learners for life in a multilingual world

7. Secondary  Professional Practice Primary  English sessions  Identity and diversity  EAL specialism introduced

8. Finding “space”  Assignments  Placements  Lack of confidence  Pedagogy  Curriculum-Maths, science etc.

9.  Staff training day -Language across the curriculum focus  Discrete EAL sessions  Diversity experiences in Y1. Sbt task to profile a bilingual child.

10.  BA primary  PGCert. Inclusive teaching of bilingual learners within the MA in Language Education

11.  Skills centred curriculum  Few schools confident to talk about diversity with trainees  No agreed pedagogy

12.  Involves Partnership team and Centre for Languages and English  Primary BA and Secondary PGSE  Primary and secondary schools  Observing good practice, trying it out, dissemination  Agreeing on a common language about what good practice is and how schools can articulate this with students

13.  Knowledge of cultural background and language  Evidence of value for and use of community languages and culture  Curriculum planning to identify language challenges at text, sentence and word level  Strategies to provide context and access to cognitive demand  Engagement in collaborative activities to practice language and content  Formative assessment

15. Identify: 1. Language purpose or genre 2. Field- topic vocabulary 3. Language structures (sentence grammar)

16. 1. Explanation 2. Compost, decompose, rot down, bacteria 3. You do not put X on the compost because it does not decompose. How to ensure access and practice these?

18.  Set a problem solving activity.  Which things go in which do not and why?  Scribe, manager

19. YesNo Paper Potato peel Plastic

20. Instructions for setting up a compost heap: First get a...... Next put in some....... Then.......... After that....... Conditions for helping the vegetables to decompose are: 1. Let ______ get to the compost so it is damp. 2.Let _____ get to the compost. 3. Put in______ for microorganisms

23.  Over 2/3 expressed confidence with EAL in Y4  Students come themselves from backgrounds without diversity  Minority ethnic students experience aspects of the course differently  EAL is an important aspect of diversity/equal opportunities

24.  Placement tasks  vle materials  Student experience  Equal opportunities  Increase depth of understanding  Knowledge about language