Tools and Frameworks

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Teaching strategies for

EAL Advanced Learners:

Tools & Frameworks that can help when thinking through the language associated with the content

Language functions

 Identifying

 Naming

 Sequencing

 Describing

 Sorting

 Asking questions

 Comparing and contrasting

 Explaining

 Deducing

 Hypothesising

 Generalising

 Reasoning

 Problem solving

 Analysing

 Ranking

 Evaluating

Science in the National Curriculum

Find out about different plants and animals in the environment

Identify light sources

How a switch can be used to break a circuit

Use knowledge of liquids to decide how a mixture might be separated

What are key visuals?

Visual organisers such as tables, charts, diagrams

An aid to present information clearly

Help pupils’ conceptual development

Scaffolding pupil talk

Meat eaters

Cat

Hawk

Producer

Seeds

Consumer/ prey

Mouse

Plant eaters

Squirrel

Mouse

Predator

Cat

EAL Planning Framework

(Pauline Gibbons)

Activity

Sorting animals into plant/me at eaters

Creating a food chain

Visual support Language functions

Language structures

Vocabulary

T chart

Picture of garden

Flow diagram

Picture of garden

Classifying This is a..

It eats..

Sequencing a process

First…

The ..eats..

The …is eaten by..

Meat

Plants

Leaves

Cat

Producer

Consumer

Prey

The Knowledge Framework (Mohan 1986)

Classification Principles Evaluation

Description Sequence Choice

The Knowledge Framework, (Mohan 1986)

Classification

Classify chess pieces

Description

Identify chess pieces

Principles Evaluation

Understand the rules for moves

Sequence

Evaluate moves according to strategies

Choice

Sequence moves

Choose appropriate moves

Ways of classifying Ways of reasoning Ways of evaluating and expressing an opinion

Different sources of electricity wind, water, the Sun……

One source of electricity is….

Different uses of electricity

Lighting, heating….

Electricity is used for heating the home. Its also used for…

Ways of describing

Matching – parts of a circuit to pictures

That’s a battery

Definitions of parts of a circuit.

This is the part that…..

Descriptions of objects that use electricity with pictures

What am I?

Deducing

Look at circuits and work out which ones will light up bulbs

This one won’t light up the bulb because….

Ways of sequencing

Instructions for making a circuit.

First of all….Next…. attach

What is the best way of saving electricity?

I think the best way is by ….

Ways of making decisions

How can you save electricity at home?

One way I can save electricity is by….

The Knowledge Framework

Task

Acid Rain example

Framework for the integration of Language and Content

Content-obligatory language

EAL teacher

Assessment of learner needs

(on-going)

Content teacher

Genesee, Met & Snow (1989)

Content-Compatible Language

Series & parallel circuits

Circuit Switch Prediction Observation Explanation

2

2

1

1

3 off on off on

1.

2.

On off

2

2

3

Series & parallel circuits

Circuit

1

1

Switch off on

Prediction

I think that… off on

1.

2.

On off

If switch 1 is on then…

Observation Explanation

Bulb C is…

A is…

The bulbs are – brighter

- less bright

Bulb A is as bright because..

The Cummins model of language proficiency

High cognitive demand

Context embedded

Shopping abroad

Talking about a shared activity as it is performed

Context unembedded

Listening to a story on the radio

Talking and listening on the phone

Low cognitive demand

The Cummins model of language proficiency

Justifying behaviour

High cognitive demand

Reflecting on and talking about feelings

Hypothesising

Context embedded Context unembedded

Low cognitive demand

Cline & Frederickson (1996)

Curriculum Related

Assessment

Clevedon: Multilingual Matters

The Cummins model of language proficiency

High cognitive demand

Generalises; compares and contrasts;

summarises; plans; classifies by known criteria; transforms, personalises given information; recalls and reviews; seeks solutions to problems

Argues a case using evidence persuasively; identifies criteria, develops and sustains ideas; justifies opinion or judgement; evaluates critically; interprets evidence, makes deductions; forms hypotheses , asks further questions for investigation, predicts results; applies principles to new situation; analyses , suggests solution and tests

Context embedded

Context unembedded

Reading to find specific information:

 Identifies, names, matches, retells

Transfers information from one medium to another

 Applies known procedures; describes observations; sequences ; narrates with sense of beginning, middle, and end

Parrots : repeats utterances of adult or peer

Copies : reproduces information from board or texts

Low cognitive demand

KS1 – Floating and Sinking

High cognitive demand

Makes predictions about other objects in classroom which might float/sink

Can state why they think objects sink or float

Can suggest questions/ideas based on everyday experience which can be tested

Can predict other objects (not present) which would float/sink

Sorts objects by other qualities e.g. heavy/light wood/metal

Can make series of related observations

Uses observations to compare expected outcome with that observed and make conclusions

Context unembedded Context embedded

Sort objects into sets : ‘these sink’ – ‘these float’

Water play: child states ‘this floats’;

‘this sinks’

Language: pre-teach on; under; floats; object names e.g. scissors; cork

Low cognitive demand

What they all share in common

All planning starts with…

The language function

Planning for “What am I” and “Odd one out”

Thinking

Involves skills:

• Speculate

• Hypothesise

• Compare

• Classify

• Organise

Expression

Subject

What am I?

 How big do you think it is?

 Where do you think it might be found?

 What do you think it might be associated with?

 What do you think it is?

 Why might it be important?

The task shapes the language!!

 Model a discussion as if being done in front of a class – record and transcribe

 Analyse language used and prepare scaffolded activities based around this language

 Teachers present same talk in front of class – pupils listen out for particular bits of language on prepared activities and record / tick

 Pupils feed back on language they observed

 Pupils now discuss new picture – film / record

What am I?

1.

What do you think it is?

2.

How big do you think it is?

3.

Where do you think it might be found?

4.

What do you think it might be associated with?

5.

Why might it be important?

What am I?

1.

What do you think it is?

2.

How big do you think it is?

3.

Where do you think it might be found?

4.

What do you think it might be associated with?

5.

Why might it be important?

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