Group C:
Jacqui
Ryan
Victoria
Seth
Nick
Peter
You will now be ‘put in the
shoes’ of EAL students in
the classroom.
‫نرحب سبع سنوات‬
‫لمعرفة ما تشكل وجبة صحية‬
‫المستوى الرابع‪:‬‬
‫تحديد وتسمية‬
‫األطعمة في‬
‫صحنك‬
‫تصميم لوحة الغذائية‬
‫التي تبين العناصر‬
‫الالزمة لتناول وجبة‬
‫صحية‬
Explaining your learning
episode
Group 1
KQ: How did your
groups’ resources make
you feel as a learner?
Group 2
Lack of task
clarity
Level
descriptors
Poor
questioning
Buddying
Evidence:
Strategies
Advantages
integration
confidence
support
Buddy
Krashan’s (1988) theory of
‘’input hypothesis’ is similar to
Vygotsky’s ‘zone of proximal
development’. This looks at
language being gained by the
learner if it is one stage
ahead of their current
linguistic level. A buddy can
assist with this by explaining
what is required in a lesson.
Bruner (1978) looks at scaffolding
which uses interaction again to help a
student achieve. Buddies can provide
this support if it is done
constructively to help achieve a
specific goal.
References
• Bruner, J. (1978) The role of dialogue in language acquisition
in A. Sinclair, R.J. Jarvelle, and W.J.M. Levelt (eds.) The Child’s
Concept of Language. New York: Springer-Verlag
• Krashen, S. D. (1988) Second Language Acquisition and
Second Language Learning. Prentice-Hall International
• Vygotsky, L. (1978) Mind in Society: The Development of
Higher Psychological Processes. Cambridge, MA: Harvard
University Press
Student
Voice
KQ: What is it we want
to hear from students
that will help improve
their learning outcomes?
Why use Student Voice?
In depth understanding of learners
and needs compared to school data
Improves relationship with our learners
Shares a global perspective across the
whole school
Engages EAL students in having an active
role in their learning.
Develops personal independence
Evidence:
Strategies
Keywords
Evidence:
Strategies
Vocabulary knowledge
enables students to
comprehend what they
read, and the act of
reading itself provides
the opportunity for
students to encounter
and learn new words.
…So the more words
students know, the more
likely they are to learn
new words easily
(Shefelbine, 1990)
Strategies for
teaching/using
keywords or key
vocabulary include:
References
Baumann, J. F., Kame’enui, E. J., & Ash, G. E. (2003). Research on vocabulary
instruction: Voltaire Redux. In D. L. J. Flood, J. R. Squire, & J. M.
Jensen (Eds.), Handbook of research on teaching the English
language arts (2nd ed., pp. 752–785). Mahwah, NJ: Erlbaum.
National Institute of Child Health and Human Development. (2000). Report of
the National Reading Panel. Teaching children to read: An evidencebased assessment of the scientific research literature on reading and
its implications for reading instruction. Washington, DC: U.S.
Government Printing Office.
RAND Reading Study Group. (2002). Reading for understanding: Toward a
research and development program in reading comprehension.
Washington, DC: U.S. Department of Education.
Shefelbine, J. (1990). Student factors related to variability in learning word
meanings from context. Journal of Reading Behaviour, 22, 71–97.
Visual Cues
Learning Objective
Writing task
Success Criteria
Evidence:
Strategies
WAL: about how plants use light for food
WAL: about what is in a healthy meal
WAL: ce qui est dans un repas sain
Task: Fill in the gaps on the ‘leaf structure’
sheet
Task: Design an ‘eatwell plate’
Tâche: Conception d'une ‘plaque saine’
Level 5: will be able to explain why leaves are
green
Level 5: will be able to explain why they have
chosen foods for their healthy meal
Niveau 5: sera en mesure d'expliquer pourquoi
ils ont choisi les aliments pour leur repas sain
WAL: about how plants use light for food
WAL: about what is in a healthy meal
WAL: ce qui est dans un repas sain
Task: Fill in the gaps on the ‘leaf structure’
sheet
Task: Design an ‘eatwell plate’
Tâche: Conception d'une ‘plaque saine’
Level 5: will be able to explain why leaves are
green
Level 5: will be able to explain why they have
chosen foods for their healthy meal
Niveau 5: sera en mesure d'expliquer pourquoi
ils ont choisi les aliments pour leur repas sain
The students were
able to select
appropriate key words
in their additional
language and
therefore learn
Omaggio (1979)
further contributed
that comprehension in
ESL students is more
likely when linking
‘chanting patterns’
with pictorial ideas.
Vaid and FrenckMestre (2002)
discovered that the
position of text and
images due to visual
field was important in
billingual learners.
VF
Leftlanguage
VF
Right- Picture
recognition
A leaf is where
photosynthesis
happens
The learner
should have
access to text
on the right
hand side
Images should
be placed on
the left hand
side of the
screen
Student
Earth and
Earth and
Space (levelled Space
task)
(adapted test)
Circuits
(levelled task)
Circuits
(adapted test)
Billingual
student
3a
3b
4b
4c
LA student
4c
4c
4b
4a
References
Plass, J.L., Chun, D. M. & Mayer, R.E. (1998) Supporting visual
and verbal learning preferences in a second-language
multimedia learning environment. Journal of Educational
Psychology, 90(1), 25-36.
Omaggio, A. C. (1979) Pictures and Second Language
Comprehension: Do They Help? Foreign Language
Annals, 12(2), 107-116.
Vaid, J. & Frenck-Mestre, C. (2002). Do orthographic cues aid
language identification? A laterality study with FrenchEnglish bilinguals. Brain and Language, 82, 47-53.
Assessment
(Success criteria)
Evidence:
Strategies
Upon entry to the school in year
7 each pupil sits a test :
Speaking, Listening, Reading and
Writing.
If so, EAL pupils are
graded 1-3 to determine
how much support they
will receive inside/outside
of the classroom.
Induction for ‘New to English’
students is run for a whole term
tu comprendes ?
BUT - I had no idea whether she fully understood.
UNTIL - I developed a self assessment tool for understanding.
Using my evidence I created
a self assessment sheet
Using a self assessment
sheet leads to:
 Language independence
 Instant visual feedback
on the students’
understanding.
 Inter-cultural symbols
 Learning Objectives are
simply copied from the
board.
= Perfect!!