Kamil trzebiatowski eal assessment framework - for website
-
Upload
kamil-trzebiatowski -
Category
Education
-
view
154 -
download
0
Transcript of Kamil trzebiatowski eal assessment framework - for website
Kamil Trzebiatowski (EAL Coordinator, Kingston-upon-Hull, England)
NALDIC RIG Meeting: Newland School for Girls, Hull
Report on:The New and Improved NASSEA’s
EAL Assessment Framework
http://valuediversity-teacher.co.uk/
The Framework
What is it?
• Update to the previous NASSEA framework; common assessment tool that can be used across the country
Who is it for?
• Intended for practitioners (both EAL- and non-EAL) and pupils
What can you do with it?
• A cross-curricular tool: monitor, document and support ways in which EAL learners use the English language for accessing the curriculum
Background
• The current one has grown from the previous NASSEA Steps
Crucial new aspects
• Contextualised for relevant Key Stages that students are at (EY, KS1, KS2, KS3-4)
• Linked to the Common European Framework of Reference for Languages (CEFR)
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)
Produced by the Council of Europe (http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf)
Intended as the basis of the development of language curricula, T&L materials and assessment of language proficiency
Used in Europe and other continents; available in 39 languages
What is CEFR?
• 6 levels of language proficiency
• Aims to enable professionals to compare tests / examinations across languages and countries
• A1-A2 (Basic User)
• B1-B2 (Independent User)
• C1-C2 (Proficient User)
What is in CEFR?
From: Council of Europe (2014) Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Available at: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Curricular links of NASSEA’s Framework
• NASSEA’s Framework is linked to CEFR• Written in terms reflecting the needs of
bilingual learners and their teachers in the UK• It’s linked to English NC to support
assessments of English and Literacy
Overview
A simple description of stages of progress: Induction + Step 1 to
9
EYFS
Stages with detailed descriptors
General advice about pupils learning
through EAL (for ongoing purposes)
Advice for teachers, TAs and Learning
Mentors (with specific section devoted to the
Induction phase)
Key Stage 1
Stages with detailed descriptors
General advice about pupils learning
through EAL (for ongoing purposes)
Advice for teachers, TAs and Learning
Mentors (with specific section devoted to the
Induction phase)
Lower Key Stage
2
Stages with detailed descriptors
General advice about pupils learning
through EAL (for ongoing purposes)
Advice for teachers, TAs and Learning
Mentors (with specific section devoted to the
Induction phase)
Upper Key Stage
2
Stages with detailed descriptors
General advice about pupils learning
through EAL (for ongoing purposes)
Advice for teachers, TAs and Learning
Mentors (with specific section devoted to the
Induction phase)
Key Stage 3 & 4
Stages with detailed descriptors
Teaching Students Learning Through
EAL
Advice for teachers, TAs and Learning
Mentors (with specific section devoted to the
Induction phase)
The document’s structure
Large introduction section:
• Basics of the distinctive EAL pedagogy
• the importance of prior knowledge and L1
• Contextual support
• Scaffolding
• Some terms explained
• E.g. “modelled input”, “scaffolded production”, “basic tenses”
Also in the booklet
What’s typical talk at primary?
http://www.talkingpoint.org.uk/sites/talkingpoint.org.uk/files/Primary%20Milestone%20Poster%20-%20Final.pdf
What’s typical talk at secondary?
http://www.ican.org.uk/~/media/Ican2/Book%20Shop/Downloads/Secondaryposter.ashx
What’s typical talk at primary / secondary?