PGCE English Semester 2 week 5. Consider the talking points To what extent you agree/disagree with...
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Transcript of PGCE English Semester 2 week 5. Consider the talking points To what extent you agree/disagree with...
EAL learnersPGCE English
Semester 2 week 5
Consider the talking points To what extent you agree/disagree with
each.
What matters when developing literacy in a new language?
In primary schools, 26.5% of pupils are from an ethnic minority, compared with 21.9% five years ago.
The proportion of pupils whose first language is not English has risen to 16.8% in primary schools, from 13.5% five years ago.
DfE, (2011), Statistical First Release, http://www.education.gov.uk/rsgateway/DB/SFR/s001012/index.shtml
National picture in 2011
2003 2007 20080
20
40
60
80
100
120
Rise in numbers of languages spoken in Hampshire Schools 2003 - 2008
Siraj-Blatchford and Clarke (2000) identify four main conditions that need to be satisfied for ethnic minority and bilingual children to learn:
The child needs to be in a state of emotional well-being and secure;
The child needs a positive self-identity and self-esteem;
The curriculum must be social/interactional and instructive;
The child needs to be cognitively engaged
Diversity, equity and learning
Some children are more outgoing and are risk takers
Some children are simply more able to learn an additional language
Some children are more motivated to learn the new language
The learning environment, and the availability of scaffolds to enhance both language acquisition and self esteem, will enhance or inhibit language acquistion.
The Bilingual Child and individual difference
Watch the extract from the Teachers’ TV programme Lost in Translation (Part 1) http://www.teachersmedia.co.uk/videos/eal-lost-in-translation-part-1
In terms of language acquisition, what are the issues for each girl?
How does the way that the primary curriculum works make a difference for an 11 year old as opposed to a 5 year old?
Ruth and Beverly
Stages of second language acquisition
Stages of development in second language acquisition (Clarke, 1996 in Siraj-Blatchford & Clarke, 2000)
1. Continued use of the home language in the new context
2. Use of non-verbal communication
3. A period of silence
4. Use of repetition and language play
5. Use of single words, formulae and routines
6. Development of more complex English
First language is acquired through a process of immersion, usually in the home, and over a period of approximately 5 years.
Children whose first language is not English enter Nursery or school having to learn a new vocabulary and new means of communication.
They have to tie new words to concepts first learned in their home language.
They must also transfer knowledge of the way that language has worked for them in the home setting, to their new environment where language customs will be different.
Their first language is likely to contain different formulaic structures; for example verb tenses, order of words, use or prepositions.
Interaction with adults and peers, in both languages, is crucial, and a period of silence is normal.
EAL learners speaking and listening
Factors affecting proficiency in all readers:
Language knowledge Decoding skills Reading strategies Prior knowledge of
text type, organisation and structure
Experience of the purpose of reading
For EAL readers: May have to unlearn pre-
existing language knowledge
Phonological contrasts Grammar/syntax
differences e.g plurals, gender, tenses, prepositions
Unknown words/concepts Background knowledge
related to text Their own spoken English
proficiency
EAL learners and readingSource: Flynn, N & Stainthorp, R (2006) The Learning and Teaching of Reading and Writing, Chichester: Wiley
High achieving EAL writers demonstrate: A strong sense of
character, plot and story in narrative writing
Use figurative language more confidently than monolingual peers
Barriers to success are: Understanding how
genres differ in terms of tone, audience, layout, reporting style etc.
Problems with verb tense endings, prepositions, formulaic/idiomatic phrases, connectives
EAL Learners and writing(adapted from Cameron and Besser, 2004)
Success is supported by explicit teaching of the conventions of written English
Metalinguistic awareness
We’ve been focussing on the child’s involvement in their own learning and for
writing and literacy for example, we do these little ‘prove it’ stickers, so children can judge their own writing ..and it was
only the Polish children who had a 100% understanding of why they were there.
Y6 teacher, Hampshire Primary
By Y6, those children with EAL who have
had at least Key Stage 2 in school outperform
our monolingual pupils in their writing
SATs.EAL leader, Newham
The most talented story writers in our Y6 G&T group are all Bengali
Headteacher, Tower Hamlets
Plenty of time to observe and listen and to be silent Time to rehearse and learn unfamiliar vocabulary Visual cues (pictures and props) to support understanding To see, hear and say words in context To hear spoken English modelled well To have the conventions of written English taught explicitly Support during reading/writing with print direction, sounds for
decoding and spelling, explanation of new and unfamiliar vocabulary or concepts
To have learning embedded in a clear and familiar context To be challenged and motivated to learn in ways appropriate to
their attainment levels (other than those related just to English language use)
Active learning strategies such as talk pairs and role play with articulate English speaking peers using clearly defined tasks
Opportunities to use first language (particularly while still young and not yet fully developed in use of first language)
To feel secure and able to take risks with using new language
In summary EAL learners need
http://www.education.gov.uk/schools/leadership/deployingstaff/a0076755/english-as-an-additional-language
http://www.education.gov.uk/schools/pupilsupport/inclusionandlearnersupport/eal/
http://www.education.gov.uk/schools/pupilsupport/inclusionandlearnersupport/eal/a0012549/useful-la-websites
http://www3.hants.gov.uk/education/ema.htm http://www.manythings.org/ And on the PGCE English LN page in the
additional reading folder
Where can I find EAL learner resources?
Teachers tend to minimise difference in their belief that seeing only the mind and the heart of the child is best practice. (Mahon, 1996)
Taking all the steps needed to enable pupils with SEN to …achieve their potential remains a significant challenge for many schools. Expectations of achievement are often neither well enough defined nor pitched high enough. Progress in learning remains slower than it should be for a significant number of pupils.(OFSTED, 2004)
Planning for individual needs is all the same…