Additional languages and learning English
Objectives
– Apply some effective classroom teaching
and learning strategies
– Access additional support and strategies.
Learning English in school: some policy
& theoretical perspectives
The policy perspective
• Bilingual learners face two main tasks in
the school or setting: they need to learn
English and they need to learn the
content of the curriculum. Learning a
language involves vocabulary, grammar
and pronunciation; it involves using all
these appropriately for differing purposes or
functions (such as questioning, analysing,
hypothesising) – these need an explicit
focus (National Strategies 2006).
Socio cultural perspective
• Being ‘fluent’ in a language means more
than knowing vocabulary and structure; it
means knowing which varieties of
language to use, when, where, and to
what purpose in local situated contexts.
(Hawkins; 2010, 98)
Initial learning: the receptive
phase
The receptive phase (silent phase) is a
natural part of learning an additional
language. During this phase, the child
takes time to become familiar with the
words and structures of the new language,
and observes in order to apply rules of
social engagement. To assist the child use
simple, routine, visually aided routines.
Support this with peer-tutoring and by
enhancing a multilingual environment.
Progressing the
language learning Cummins and L2
Progressing the language learning
• BICS – basic interpersonal communication skills
– these are rapidly acquired
• CALP – communicative academic language
proficiency – can take much longer
(think back to your iceberg…)
• The fact that CALP might take some (up to 5
years in some cases!) while to appear does not
mean that the child is an under-achiever or has
SEN
Language and culture
• When students’ languages, cultures and
experiences are ignored or excluded in
classroom interaction, students are
immediately starting from a disadvantage.
Everything they have learned about life
and the world up to this point is being
dismissed as irrelevant to school learning
(Cummins 2001)
A Whole School Approach
• All staff should demonstrate a willingness to learn
about the cultures and background realities of the
children and their families.
• Every effort should be made to recruit staff who
come from the same ethnic, linguistic and cultural
background as the children in school.
• Developing partnerships with parents, carers and
communities is essential if children are to achieve
their potential.
• Realising these values requires the construction of
an inclusive school culture.
Teaching and learning strategies
Effective strategies
• Initial supports
– using gestures to illustrate actions and activities
(pointing, miming)
– using visual cues to support the development of oral
interactions (photographs, posters, pictures)
– displaying printed phrases that are commonly used
by teachers and children (flashcards)
– writing and sounding out words and phrases the child
can use to look for clarification (for example; ‘Can
you explain that again please?’.)
– simplifying texts that contain complex sentences
and ideas
Mainstream lessons
• 1st language (L1) – recommended to help
cognitive process
• Lesson structure- clear signals, ILOs, visual lesson plan
• Use visuals- Google images for vocabulary learning
• Keywords – word cards and visuals; pointing and talking
• Questions – model responses
• Eye contact- check understanding
Individual Support
• One to one writing workshops asking
questions about errors the child has made
during the writing process and discussing with
him/her how the errors might be corrected
(linguistic detective)
Bilingual books
Dictionaries
• The teacher may deepen
engagement by..
– providing opportunities for children to create
their own monolingual or bilingual
dictionaries and books and enabling the
child to use dictionary skills where appropriate
Do Talk Record
Collaborative learning
NALDIC
Websites and resources
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•
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EAL Teaching Strategies
Multilingual Matters
EMAS 4 SUCCESS, Gloucestershire / Bath LA
Supporting pupils with English as an Additional
Language (2004) Milton Keynes LA
• Guidance on the Assessment of EAL Pupils who
may have Special Educational Needs, (2004)
Milton Keynes LA
Bibliography
•
Bourne, J. & Flewitt, R (2002) Teaching Pupils from Diverse Backgrounds: What do
trainee teachers need to know (TTA) Accessed online 14/03/2011
http://www.naldic.org.uk/ITTSEAL2/resource/readings/BourneandFlewitt.htm
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Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse
Society, California: Association for Bilingual Education.
Department for Education (2011a) Schools Pupils and their Characteristics
http://www.education.gov.uk/rsgateway/DB/SFR/s001012/index.shtml
•
Department for Education (2011b) Teachers’ Standards
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00066-2011
•
Cummins, J., Brown, K and Sayers, D; Allyn & Bacon, (2007) Literacy, Technology
and Diversity: Teaching for Success in Changing Times London: Allyn & Bacon,
http://www.allynbaconmerrill.com/bookstore/product.asp?isbn=020538935X&rl=1
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Gravelle, M (2005) Bilingual learners: bilingualism, learning and inclusion. Accessed
online 14/03/2011
Hawkins, M (2010) Sociocultural Approaches to Language Teaching and Learning, in
Leung, C., & Creese, A., English as an Additional Language. [online]. SAGE
Publications. Available from:<http://lib.myilibrary.com?ID=262396> 14 March 2011
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MacLean, K (2010) Children for whom English is an additional language, in Knowles,
G., Supporting Inclusive Practice. [online]. Taylor & Francis. Available
from:<http://lib.myilibrary.com?ID=288602> 14 March 2011
National Standards (2006) Excellence and Enjoyment: learning and teaching for
bilingual children in the primary years.
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_001306_013%20leaders%20guide.pdf
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Introductory guide
Leung C., & Creese A. (2010) English as an Additional Language. [online]. SAGE
Publications. Available from:<http://lib.myilibrary.com?ID=262396> 14 March 2011
MacLean, K (2010) Children for whom English is an additional language, in Knowles,
G., Supporting Inclusive Practice. [online]. Taylor & Francis. Available
from:<http://lib.myilibrary.com?ID=288602> 14 March 2011
Walker, A., Dimmock, C., Stevenson, H., Bignold, B., Shah, S., Middlewood, D.
(2005) Effective Leadership in Multi-Ethnic Schools National College for School
Leadership http://www.nationalcollege.org.uk/index/docinfo.htm?id=17170