Language in Learning Across the Curriculum (LILAC)
Supporting more advanced learners of
English as an additional language (EAL)
Did you know:

There are over 5000 bilingual learners in Hammersmith and Fulham
schools

Beginner learners of EAL regularly exceed targets for language
development

The majority of more advanced learners of EAL reach national
expected levels at the end of NC Key Stages

More advanced learners of EAL are vastly under-represented at higher
levels of attainment (e.g. Level 3 at KS1 or Level 5 at KS2)
The LILAC course will enable teachers working in Key Stages 2, 3 and 4 to:

develop successful classroom strategies for improving the learning
achievements of all their pupils;

focus on developing pupils’ language skills across the curriculum,
moving from oracy to literacy;

take particular account of pupils who are developing English as an
additional language.
The course incorporates:

group workshops

classroom-based activities

highly practical readings

between module tasks
Schools are invited to send two teachers on the course – their EAL teacher
and a mainstream teaching colleague (for example the literacy coordinator).
Supply cover will be paid for one of these teachers.
Please note – applications will not be accepted from schools sending only
their EAL teacher
Language in Learning Across the Curriculum
Course outline
All sessions will take place at Lilla Huset, 13.00 – 16.30
Date
Module
Focus
Bilingual students and learning in a second language
09/09/09
1
Bilingual students: Who are they and what affects their learning?
Learning in and through an additional language
How can we support bilingual students?
Language and learning and the role of scaffolding
30/09/09
2
21/10/09
3
Language, text and context
A functional model of language
Scaffolding and a teaching and learning cycle
Oral language: how the task shapes the talk
Developing understandings of oral language across the mode continuum
Oral language tasks
Using oral language: interpreting and producing oral texts
11/11/09
4
Oral language: ‘talk as performance’
Talk as performance: issues for bilingual students and classroom strategies
Assessment of oral language
Working with written and visual texts
09/12/09
5
Different ways of making meaning
Exploring genre
Genres across the curriculum
Working with written and visual texts at the text level
13/01/10
6
Looking at language at the text level
Supporting bilingual students with reading
Linking back to the Teaching and Learning Cycle
Developing knowledge of genre and language at the language
level
03/02/10
7
24/02/10
8
Moving along the register continuum
Focusing on the nominal group
Moving to highly written texts through nominalisation
Matching the register — Dictogloss
Assessing written texts
10/03/10
9
How accessible are the texts we use?
Assessment of written language
Programming and whole school models of support for language
development
Programming
Whole-school framework for supporting bilingual students
31/03/09
10
Measuring impact/ Sharing good practice
Applications should be made through the Lilla Huset website.