LEARNING IN 2(+) LANGUAGES
ENSURING EFFECTIVE INCUSION FOR BILINGUAL LEARNERS
TRAINING MATERIALS
This training pack is in two parts. It consists of an animated PowerPoint Presentation and a booklet
which suggests related points for discussion, video clips, activities, further reading and websites.
There are particular sections within the booklet dedicated to each slide. It is envisaged, therefore, that
both parts of the pack will be delivered alongside each other, during training sessions, as the
statements on the slides act as starting points and/or catalysts for the activities which follow.
There are four main sections which correspond to the main chapters in “Learning in 2(+) Languages.”
The first has been divided into A and B due to the number of issues covered.
It is highly recommended that trainers first use SECTION 1A. Any of the remaining sections could
then be picked to follow.
The training is relevant for teachers, educational establishments and local authorities.
CONTENTS
SECTION 1A:
Slides 1 – 10
The Education of Bilingual Learners in the Current Scottish Context
SECTION 1B:
Slides 11 – 16
Meeting the Needs of Bilingual Learners
SECTION 2:
Slides 17 – 28
Supporting the Development of English as an Additional Language in the Classroom
SECTION 3:
Slides 29 – 30
Partnership with Parents and Carers
SECTION 4:
Slides 31 – 38
Assessing the Progress of Bilingual Learners
LEARNING IN 2+ LANGUAGES
TRAINING MATERIALS
NOTES FOR POWERPOINT
SECTION 1:
Slide 1
PART A
The Education of Bilingual Learners in the Current Scottish Context
Slide 2:
Legislation
Web link supplied for each on Scottish Government website
Slide 3:
Ice- Breaker Activity:
Human Bingo
You will need to talk to at least 12 people and you may not use the same person twice. Complete the
boxes with the name of someone who………
…. has lived in another
country
…..uses another
language on a daily
basis
…..spent the weekend
away from home
……has a child under
five
…..used to work in a
different job
…..is studying for a
qualification
…..came here today by
train
……will spend the next
holiday outside
Scotland
…..will have dinner
cooked for them
tonight
……would like to work
in another country
…..is going out to the
cinema this month
……is learning another
language
In groups of three: Note the questions you asked to find the answers. With another group, discuss
the range of tenses, vocabulary and structures that you used. Do your bilingual learners have access
to this range?
This activity courtesy of Dr Geri Smyth, Strathclyde University
2
Slide 4:
“Learning in 2+Languages”
Introduction to Bilingualism
Teaching students for whom English is an additional language (EAL) can be an intimidating and
demanding process for those new to teaching and/or those new to teaching EAL students. Addressing
the needs of students of different nationalities, abilities and levels of proficiency in English is, at times,
a significant challenge.
Teachers need to be able to draw upon strategies to enable EAL students to fully access the
curriculum and achieve their potential.
This training pack aims to help.
Activity:
Discuss and Note:
In selected groups
As bilingual learners are not a homogeneous group, how does /should /could our
school/establishment ….?
•
•
•
•
•
•
•
•
•
•
Identify home language(s)
Find out about additional language(s) used in daily life and the related purpose(s)
Identify specific cultural and religious background(s) and the related implications for schools
Discover previous educational experience
Explore Level of Proficiency in English and Home Language(s)
Determine personalities, learning styles and other individual differences
Find out about other additional support or pastoral needs
Ascertain level of community and/or home support
Research breadth of exposure to Scottish Culture and English language
Investigate social and economic background
The purpose of this package is to find some helpful answers to these questions. It might be useful to
compare your responses now with those you make to the same prompts by the end of training.
Activity:
Think of a specific bilingual learner. Line up against one wall in the room and have enough
space in front of you so that you can move to the opposite wall. If your learner fits the description
given, take one step towards that wall. (10 descriptions) This exercise highlights the particular
advantages/disadvantages each bilingual learner experiences when studying within the Scottish
Education system.
1) The learner has been to school.
2)
Schooling has been uninterrupted.
3)
The learner has not faced emotional trauma.
3
4)
The learner comes from a literate home, in either First Language or English or both?
5)
The parents are able to support learning and, in particular, help with homework.
6)
The learner has previous experience of exposure to English language learning.
7)
The class teacher and support staff have access to the EAL Support Service.
8) The learner works with others who provide a good model for spoken English.
9)
The school has previous experience of meeting the needs of bilingual learners.
10) Classroom staff have access to training for the support of EAL learners within their authority.
Conclusion:
Note how you are spread across the room. Now discuss the implications of this scenario with respect
to classroom practice.
Slide 5:
Definition of Bilingualism
This term does not necessarily imply a high level of proficiency in two languages, although it
frequently does.
4
Activity:
In how many languages can you say the following words? Working as individuals, fill up some of the
boxes. Add more languages, where appropriate.
English
Scots
French
Spanish
Yes
No
Please
Thankyou
Good
Morning
Welcome
Goodbye
Well
done!
(Based on “Languages for Life Bilingual Pupils 5 – 14.” A workshop for teachers. City of Edinburgh
EAL Service)
Go to:
http://www.newburypark.redbridge.sch.uk/langofmonth/
Now, you can fill out all of the boxes above…..
Activity: There are many definitions of bilingualism and bilingual Use the following information to
discuss, in groups of three, where you fit in. Feed back to the whole group.
5
Types of Bilingualism
Major categories
Balanced bilingualism - the notion of having equal proficiency in two languages across a range of
contexts.
Dominant bilingualism - where one of the languages is used most often and is the one in which the
speaker operates with the greatest proficiency.
Semilingualism - a controversial term used to describe people whose two languages are at a low level
of development.
Prestigious bilingualism - typically but not exclusively referring to those who speak two high status
languages.
Multilingualism - knowing and/or using three or more languages.
Further Reading:
Balanced Bilinguals
It is rare for anyone to be equally proficient in speaking, reading and writing two languages across
the whole range of situations and contexts. The term 'balanced bilingual' taken literally would include
those who are less than proficient in either language.
However, the term usually describes a balanced bilingual as ' a person who possesses age-appropriate
competence in two languages…..that person would be as competent as a native speaker of the same
age in both languages.'
Research on bilingualism and intelligence tends to show that children who are balanced bilinguals may
have some cognitive advantages over their monolingual peers.
Some issues and questions for consideration surrounding the concept of balanced bilingualism are
listed below:






Most bilinguals use their two languages for different purposes and functions…..home, worship,
work, school etc. Dominance in languages varies according to the context where those
languages are used.
One language is usually more dominant than the other, this dominance may change, if a
balance does exist, it is usually temporary and transitory.
We should be aware that some bilinguals are not proficient in either language or that for
research purposes it is usually those who are relatively proficient in both languages to whom
the term 'balanced bilinguals' refers.
To expect someone to be equally proficient in two languages is a simplistic and unrealistic
viewpoint.
What constitutes age-appropriate proficiency or fluency in two languages is subject to a variety
of opinions e.g. what level of proficiency is required in different language skills (listening,
speaking, reading and writing).
Can a person be called a balanced bilingual if they have abilities in two languages but only use
one in most contexts? What if both languages are used though for different purposes, in
different contexts?
6

Too rigid a classification makes the term 'balanced bilingual' too elitist. Interpreting and
translating can be very difficult for many bilinguals, as they do not always have equivalent
vocabularies in both languages, since they use their different languages for different purposes.
Semilingualism
There is a proposed category of bilinguals who are not considered to be balanced bilinguals, neither
do they have sufficient competence in one language over another to be considered a 'dominant
bilingual', these people are described as semilingual. A semilingual person is one who is seen as
having deficiencies in both languages when compared with monolinguals. They are considered to, have a small vocabulary and incorrect grammar, - consciously think about language production - be
stilted and uncreative with both languages and find it difficult to think and express emotions in either
language.
The notion of semilingualism has been subject to much criticism and there are major problems with it.






The term may be used as a negative label, invoking expectations of failure and
underachievement.
It may not always be bilingualism itself which is the cause of underdeveloped language but
economic, social and political conditions. The term then becomes a political rather than a
linguistic concept.
Because many bilinguals 'use their languages for different purposes... a person may be
competent in one language in some contexts but not in others'.
The tests most often used to measure language proficiencies and differentiate between people
are insensitive to the unquantifiable aspects of language and the range of competencies.
There is a lack of sound empirical evidence on such a categorization.
An apparent deficiency may be due to unfair comparisons with monolinguals who may differ in
the way they develop and use language
There are doubts about the value of the term 'semilingualism', however it is the case that people
differ widely in their competencies and some do remain at lower levels of ability or earlier stages of
development.
This information is abridged from an 'Encyclopaedia of Bilingualism and Bilingual Education, 1998 by
Colin Baker and Sylvia Prys Jones.
Further Reading: 'The Language of success' - Independent Education - Thursday 9th October 2003
Ethnic Minority Achievement Service (EMAS),
c/o Craneswater Junior School, St. Ronan's Road,
Southsea,
PO4 0PX
E-mail: general.emas@portsmouthcc.gov.uk
Tel: 023 9273 3130
Fax: 023 9229 6487
Site content by Portsmouth EMAS staff. © Portsmouth Ethnic Minority Achievement Service 2008
7
Activity:
The Language Profile
In groups of two, discuss:
Which languages can you speak? Who do you speak them to? When do you speak these languages?
Why is it so important for your school to know exactly how each of your learners uses language in
their everyday lives?
How many reasons did you find?
Report back to the rest of the group.
This diagram can help build up a language profile for each bilingual learner.
(The unidentified arrows can be used for additional purposes such as TV, film or video, music and/or
computer.)
Group Discussion
How would your school go about filling in the information below?
At home
On holiday
Friends in
the
playground
Playing
with friends
Teachers in
school
For religious
purposes
At the shops
Friends in School
Based on “Languages for Life Bilingual Pupils 5 – 14.” A workshop for teachers. City of Edinburgh EAL Service
8
Slide 6:
Myths
Research has shown that these commonly held beliefs are, in fact, not correct.
Activity:
Statements Game
(Covers both slide 6 and 7)
Make up and laminate cards which state the following:
1.
2.
3
4
5
Children learn second languages quickly and easily – and much better than adults.
The younger the child the more skilled they are in acquiring a second language.
The best way to learn a new language is to focus on using it as much as possible.
Children have acquired a second language once they can speak it.
All children learn L2 in the same way
In groups discuss and place each statement within the grid below
Statement
1
2
3
4
5
True
False
Can’t tell
Within overall group: Feedback. All statements are false
Explanation:
1: CHILDREN LEARN SECOND LANGUAGES QUICKLY AND EASILY.

A child does not have to learn as much as an adult to achieve communicative competence AND
a child's constructions are shorter and simpler - vocabulary is smaller. Hence, although it
appears that the child learns more quickly than the adult, research results typically indicate
that adult and adolescent learners perform better.

Teachers should not expect miraculous results from children learning English as an additional
language (EAL) in the classroom. At the very least, they should anticipate that learning a
second language is as difficult for a child as it is for an adult. It may be even more difficult,
since young children do not have access to the memory techniques and other strategies that
more experienced learners use in acquiring vocabulary and in learning grammatical rules. Nor
should it be assumed that children have fewer inhibitions than adults when they make
mistakes in a second language. Children are more likely to be shy and embarrassed around
peers than are adults. Children from some cultural backgrounds are extremely anxious when
singled out to perform in a language they are in the process of learning. Teachers should not
assume that, because children supposedly learn second languages quickly, such discomfort will
readily pass.
9
2: THE YOUNGER THE CHILD, THE MORE SKILLED IN ACQUIRING A SECOND
LANGUAGE

Research does not support this conclusion in school settings. For example, a study of British
children learning French in a school context concluded that, after 5 years of exposure, older
children were better second language learners (Stern, Burstall, & Harley, 1975). Similar results
have been found in other European studies (e.g., Florander & Jansen, 1968). These findings
may reflect the mode of language instruction used in Europe, where emphasis has traditionally
been placed on formal grammatical analysis. Older children are more skilled in dealing with
this approach and hence might do better.

Findings from studies of French immersion programs in Canada, where little emphasis is placed
on the formal aspects of grammar have shown that on tests of French language proficiency,
Canadian English-speaking children in late immersion programs (where the second language is
introduced in Grade 7 or 8) have performed as well or better than children who began
immersion in kindergarten or Grade 1 (Genesee, 1987). Pronunciation is one area where the
younger-is-better assumption may have validity.

EAL instruction is different from foreign language instruction. Language minority children need
to master English as quickly as possible while learning subject-matter content. This suggests
that early exposure to English is called for. However, because second language acquisition
takes time, children continue to need the support of their first language, where this is possible,
to avoid falling behind in content area learning. Teachers should have realistic expectations of
their EAL learners. Research suggests that older students will show quicker gains.
3: THE MORE TIME STUDENTS SPEND IN A SECOND LANGUAGE CONTEXT, THE
QUICKER THEY LEARN THE LANGUAGE.

Research indicates that increased exposure to English does not necessarily speed the
acquisition of English. Over the length of the program, children in bilingual classes, with
exposure to the home language and to English, acquire English language skills equivalent to
those acquired by children who have been in English-only programs (Cummins, 1981; Ramirez,
Yuen, & Ramey, 1991).

Researchers also caution against withdrawing home language support too soon and suggest
that although oral communication skills in a second language may be acquired within 2 or 3
years, it may take 4 to 6 years to acquire the level of proficiency needed for understanding the
language in its academic uses (Collier, 1989; Cummins, 1981).

Teachers should be aware that giving language minority children support in the home
language is beneficial. The use of the home language in bilingual classrooms enables children
to maintain grade-level school work, reinforces the bond between the home and the school,
and allows them to participate more effectively in school activities. Furthermore, if the children
acquire literacy skills in the first language, as adults they may be functionally bilingual, with an
advantage in technical or professional careers.
10
4: CHILDREN HAVE ACQUIRED A SECOND LANGUAGE ONCE THEY CAN SPEAK IT.

Some teachers assume that children who can converse comfortably in English are in full
control of the language. Yet for school-aged children, proficiency in face-to-face
communication does not imply proficiency in the more complex academic language needed to
engage in many classroom activities. Cummins (1980) cites evidence from a study of 1,210
immigrant children in Canada who required much longer (approximately 5 to 7 years) to
master the disembedded cognitive language required for the regular English curriculum than to
master oral communicative skills.

All teachers need to be aware that children who are learning in a second language may have
language problems in reading and writing that are not apparent if their oral abilities are used
to gauge their English proficiency. These problems in academic reading and writing at the
middle and high school levels may stem from limitations in vocabulary and syntactic
knowledge. Even children who are skilled orally can have such gaps.
5: ALL CHILDREN LEARN A SECOND LANGUAGE IN THE SAME WAY.

Cultural anthropologists have shown that mainstream families and families from minority
cultural backgrounds have different ways of talking (Heath, 1983). Mainstream children are
accustomed to a deductive, analytic style of talking, whereas many culturally diverse children
are accustomed to an inductive style. Schools emphasize language functions and styles that
predominate in mainstream families.

Language is used to communicate meaning, convey information, control social behaviour, and
solve problems, and children are rewarded for clear and logical thinking. Children who use
language in a different manner often experience frustration. Social class also influences
learning styles. In urban, literate, and technologically advanced societies, middle-class parents
teach their children through language. Traditionally, most teaching in less technologically
advanced, non-urbanized cultures is carried out nonverbally, through observation, supervised
participation, and self-initiated repetition (Rogoff, 1990). There is none of the information
testing through questions that characterizes the teaching-learning process in urban and
suburban middle-class homes.

Some children are more accustomed to learning from peers than from adults. Cared for and
taught by older siblings or cousins, they learn to be quiet in the presence of adults and have
little interaction with them. In school, they are likely to pay more attention to what their peers
are doing than to what the teacher is saying. Individual children also react to school and learn
differently within groups. Some children are outgoing and sociable and learn the second
language quickly. They do not worry about mistakes, but use limited resources to generate
input from native speakers. Other children are shy and quiet. They learn by listening and
watching. They say little, for fear of making a mistake. Nonetheless, research shows that both
types of learners can be successful second language learners.

In a school environment, behaviours such as paying attention and persisting at tasks are
valued. Because of cultural differences, some children may find the interpersonal setting of the
school culture difficult. If the teacher is unaware of such cultural differences, their expectations
and interactions with these children may be influenced. Effective instruction for children from
culturally diverse backgrounds requires varied instructional activities that consider the
children's diversity of experience. Many important educational innovations in current practice
have resulted from teachers adapting instruction for children from culturally diverse
backgrounds. Teachers need to recognize that experiences in the home and home culture
11
affect children's values, patterns of language use, and interpersonal style. Children are likely to
be more responsive to a teacher who affirms the values of the home culture.
Conclusion: Research on second language learning has shown that many misconceptions exist
about how children learn languages. Teachers need to be aware of these misconceptions and realize
that quick and easy solutions are not appropriate for complex problems. Second language learning by
school-aged children takes longer, is harder, and involves more effort than many teachers realise. We
should focus on the opportunity that cultural and linguistic diversity provides. Diverse children enrich
our schools and our understanding of education in general. In fact, although the research of the
National Centre for Research on Cultural Diversity and Second Language Learning has been directed
at children from culturally and linguistically diverse backgrounds, much of it applies equally well to
mainstream students.
Linguistics, NCRCDSLL, 1118 22nd St. NW, Washington, DC 20037
Adapted from activity, Glasgow City Council
12
Slide 7:
•
•
•
Current Research
First language learnt supports the learning of additional languages and also aids the learning
of new concepts
Vital element of education of bilingual learners involves continued progress in the development
of first language learning
This would be alongside the development of learning of new languages and concepts
BBC News Items:
news.bbc.co.uk/1/hi/education/6103176.stm
news.bbc.co.uk/.../uk_news/education/6447427.stm
Further Reading:
http://www.ltscotland.org.uk/Images/lfl_inside07_tcm4-373099.pdf
http://www.ltscotland.org.uk/inclusiveeducation/aboutinclusiveeducation/researchandreports/bilingual
development/index.asp
Slide 8:
Dual Iceberg Theory
Helpful Notes:
Cummins’ Common Underlying Proficiency (CUP) theory is generally accepted within the field of
Second Language Acquisition. This model shows the relationship between native language and
second language. According to Cummins, "Concepts are most readily developed in the first language
and, once developed, are accessible through the second language.”
In other words, what we learn in one language transfers into the new language" (in Freeman &
Freeman, 1994, p. 176).
The model is sometimes referred to as the “Iceberg Model.” (Jim Cummins, 2000)
In this model there are two peaks above the water line. One peak represents social language in the
primary language and the other in English. Underneath the waterline is one solid iceberg. On one side
there is academic language proficiency in primary language and on the other side in English. In the
middle you can see where academic proficiency in English and primary language intersect. The
overlapping section is referred to as Common Underlying Proficiency (CUP).
For more detail on this topic:
PowerPoint Presentation at
Second Language Acquisitionhttp://b3308adm.uhcl.edu/School_of_Education/SoE/CSLT/Modules/Sec lang cslt et al.ppt
b3308-adm.uhcl.edu/School_of_Education/SoE/CSLT... dual iceberg theory
Common Underlying Proficiency/Transferability Theory.
13
Slide 9:
Bilingualism Has Cognitive Advantages
List and discuss cognitive advantages
Slide 10:
Further illustration; this is a visual representation of previous points. (Trainer to take enough time
between clicks)
14
SECTION 1:
Slide 11:

1)
PART B
Meeting the Needs of Bilingual Learners
Good Practice for Bilingual Learners is Good Practice for All
Resources produced for bilingual learners can be useful for all
http://www.oup.com/oxed/dictionaries/english_dictionary_for_schools
http://www.oup.com/oxed/dictionaries/students_dictionary
Also Graded Readers – Oxford University Press/Penguin Publishers
http://www.oup.com/elt/catalogue/guidance_articles/usinggradedreaders?cc=gb
http://www.penguinreaders.com/
2)
Examples of Inclusive, Innovative and Interesting Practice for Bilingual Learners. Work in
progress. Focus on four capacities within a Curriculum for Excellence. (*Link to LTS EAL
website Diverse Learners)

There are cognitive benefits for monolingual learners who work with bilingual
learners
3) Examples of work produced to support the needs of bilingual learners but which is relevant
for all.
I. www.collaborativelearning.org
II. Collaborative Working - Speaking and Listening
http://www.teachers.tv/video/1493
III. Supporting Classroom Activity at:
http://www.collaborativelearning.org/holes.pdf

Bilingual learners bring diversity to monolingual
To investigate further, aspects of this article are useful:
Bilingual Learners, Bilingual Learning and Inclusion – Maggie Gravelle 2005
www.multiverse.ac.uk/attachments/044c80df-5005-44ac-a4b2-cec23fc51668.pdf March is Multilingual Month
www.naldic.org/docs/resources/documents/MMMRevised2008.doc
Also refer to:
Evidence of Good Practice in Supporting Bilingual Learners (*Web link to LTS EAL Site)
(SEALCC)
QI HGIOS1.1. and QI EEPBL 2.1
“Promoting wider achievement among bilingual learners and valuing bilingualism”
Slide 12:
Different Types of Language
Language for social purposes can be developed within two years or less
Language for academic purposes can take from five to eleven and will depend on previous
academic experience and the extent of home language development. Meaning is carried by language
alone and the cognitive demand is much higher.
Implications for mainstream teachers
We should not assume that non-native speakers who have attained a high degree of fluency and
accuracy in everyday spoken English have the corresponding academic language proficiency. This may
help us to avoid labelling children who exhibit this disparity as having special educational needs when
all they need is more time. The non-native speakers in your classes, who may have received little or
no EAL support, are still, in most cases, in the process of catching up with their native speaking peers.
Class teachers have the ability to employ appropriate methods and approaches within their teaching of
the mainstream curriculum to successfully support the development of academic language. All should
therefore be confident in their ability to teach and meet the needs of bilingual learners.
Slide 13:
Activity:
The Multilingual School
Learning in 2+ Languages page, 27. Checklists for Action.
What are the features of a supportive school/educational establishment?
Discuss this list with a partner and explain features of your school situation. What further
developments would you make in the near future? Feed back your thinking to the whole group.
Activity:
Watch these short videos
http://www.teachers.tv/video/3077 The Multilingual School – Primary
http://www.teachers.tv/video/2863 The Multilingual School - Secondary
In groups, after each video: List some of the features of the effective practice in this school and
discuss two new ways in which your particular school could develop a more successful approach.
Slide 14:
New Arrivals and Beginners in English
Example of Structured Approach at Enrolment:
16
NEW BILINGUAL ARRIVALS IN SECONDARY SCHOOLS
A SRUCTURED APPROACH FOR INITIAL SUPPORT
AIMS
Adoption of an accessible procedure, which ensures an efficient and welcoming initial contact with
schools.
School staffs employ strategies for admission and support to new bilingual learners and their families
in an assured manner.
Information is gathered accurately and decision making is informed
Firm links between home, school and community are established.
Families are encouraged to participate fully in all activity relating to school life
Supportive social and academic programmes for new bilingual arrivals are developed within the
responsive classroom environment.
ENROLMENT GUIDELINES
1) During the initial contact with school
Record general information such as name, age of new learner(s)
and contact details, including address
2)
Arrange a meeting to include
Member of Senior Management team (responsible for enrolment)
Learner Support representative
Member of SFL team
Learner
Parent or guardian
Interpreter
EAL teacher, whenever possible
If possible, and if necessary, delay enrolment until a Community Language Assistant is available to
support the family throughout the process.
17
3)
Ask the family
(through interpretation) to bring official documents, any
reports, certificates and/or workbooks from the previous school.
These may be discussed during the meeting. Parents should be
made aware that these are for information, to be used as a guide
only and not in order to categorise the learner.
4)
During the meeting
• Collect
Information for school records and additional data for Enrolment
Supplement for EAL Learners
• Ask about/Record
Length of stay
Eligibility for Educational Maintenance Allowance
Details for Highland Libraries form
Previous school experience/subjects studied
Subject strengths/weaknesses
Languages used
General performance
Family expectations (social, academic)
Hobbies/Interests
Literacy in first language
Experience of learning in English
English for recreational purposes – video, computer, film, music

Explain and/or Record
(help from interpreter/BLA, where necessary)
Opening/closing times
Phone call/Letter needed if learner absent
Permission for outings
Gym/Swimming kit
Payment of lunch money
Lunch/snack arrangements
Emergency contact (English speaking)
School Handbook/Website
• Assess
• Agree
English language skills, in a holistic manner
Start date to allow time to organize timetable, to arrange
appropriate support and to inform class teachers of all
agreements
Or
18
• Plan
• Supply
Next contact with family for informal review of learner progress,
through home/school liaison
School Handbook or Prospectus
(translated/explained where necessary)
5) Compose Timetable

Take into consideration
Learner’s needs/interests/aspirations
Learner’s proficiency
Previous subjects studied
2 or 3 suitable peers to support/befriend
Initial support need
Senior learner buddy/paired reader
6) Inform Teachers

Include
Background information
Details of support
Suggested strategies
Start date
7) Induction Period and/or Learner starts school
8) Review of progress

Staff trawl
Class teacher/SFL/Management
Refer for EAL Teacher, where necessary
http://www.teachers.tv/video/24887 - Settling New Arrivals Into School
This is an example of an isolated school with little experience of supporting new bilingual learners.
In school groups, agree one related area which needs development for your particular situation. What
short/medium term actions could be taken to take this forward?
19
Slide 15:
Support Strategies for Beginners in English
General

Place in stage appropriate for age.

Encourage communication rather than accuracy.

Try to use some cultural contexts for learning that are relevant to the learner’s background
and language.

Whenever possible provide opportunities for group work.

Allocate grouping which presents good model for language, classroom behaviour, completed
exercises and the work ethic.

Adapt existing homework exercises. Tasks might include – fewer examples to be completed,
partial exercises, translating key vocabulary into First Language, producing bilingual labels,
translating key points of lesson.
Speaking and Listening

Speak slowly but with normal intonation and stress patterns.

Pause often to allow learner to process what is heard.

Place learner at the front of the class so that the teacher and visuals can be clearly seen.

Use visual support whenever possible – objects, pictures, gestures, facial expression.

Do not worry if the learner does not participate.

Provide key words for instruction/explanation. These could be sent home for translation or
entered into individual’s indexed glossary.

Create an environment where the learner feels confident about asking and responding to
questions. Used closed questions in the early stages.
Reading

Initial emphasis on phonics may be confusing.

Reading in First Language should be encouraged and maintained.

Reading in English is required to be at a much simpler level.

Select reading texts with good visual support whenever possible.

Simple texts with story tapes can be very helpful.
20

Try to timetable a slot where the learner can use software such as Oxford Reading Tree
Talking Books.

Pre-reading of material with parent, sibling, and/or classroom assistant so that key vocabulary
is understood before lesson is presented.

Texts can be modified through use of shorter sentences, summarising, highlighting main points
or presentation as picture or diagram.

Provide key sentences to help understanding of main themes, ideas and characterisation.

Translation websites can be useful but employ with care!
Writing

Answer yes or no questions which can subsequently be extended to phrases or short
sentences.

Learner may be able to copy key points of lesson and translate for homework

At times, learner may write in First Language for subsequent translation.

Learner can sequence pictures and/or text to form short piece of writing.

Trace, draw pictures, maps and/or diagrams then label with words, phrases or short sentences
supplied by teacher.

Tables, matrices, flow charts, timelines all allow learner to record a little information.

Learner can write sentences if beginnings and ending provided or choice of two alternatives
given.
Vocabulary

Display key vocabulary around the classroom, if possible, also in First Language.

Pre teach vocabulary before introducing a new topic through use of picture dictionary.

Provide word list for new topic with key words highlighted.

Highlight key vocabulary on any worksheets.

Send work for next day home so that learners can familiarise themselves with vocabulary, look
up meanings or discuss with family. May also be able to research in First Language, using the
Internet.

Diagrams for annotation or cloze passages can be used for reinforcement of learning.
Expressions could be supplied.
Adapted from “Support Strategies for Beginners in English – Diagrammatic” Jacqui Webber Grant, Bracknell
Forest Primary.
21
There are many websites which recommend strategies and resources for New Arrivals and
Beginners in English.
a)
The SEN Resources team of Bracknell Forest in England have produced a variety of resources
in relation to EAL and these can be accessed via their website at Bracknell Forest Inclusion.
b)
Hownslow Language Service
http://www.hvec.org.uk/HvecMain/index.asp
H. Language Service
About HLS
Assess't & EAL Beg's
Advisory Visits
Publ's Catalogue
Curr. Supp. Materials
Literacy/Numeracy
EAL Resources
Policy Framework
Professional Dev'mt
PNS - EAL Pilot
Secondary
c)
BLSS Portsmouth Ethnic Minority Achievement Service
http://www.blss.portsmouth.sch.uk/index.shtml
d)
EALT, Marshlands Primary School, Marshfoot Lane, Hailsham, East Sussex
https://czone.eastsussex.gov.uk/specialneeds/eal/Documents/New%20arrivals%20%E
2%80%93%20advice%20for%20schools.pdf
Helpful Resources:
http://www.devon.gov.uk/eals-hlsframeworkforearlystages.pdf
e)
Good Practice Case Studies in Primary and Secondary
http://www.standards.dfes.gov.uk/primary/publications/inclusion/neap_guidance/ns_naep_gdce_0065
007.PDF
Also:
Shared Futures Training Workshops and DVD
Chapter7:
Welcoming New Arrivals and Supporting Transitions
Page 50, 51 and 52.
www.sharedfutures.org.uk
22
Example of Out of School Hours Club for New Arrivals and Beginners in English
EAL in Drama and Music and resultant positive benefits in the classroom
Activity: Watch the video
http://www.teachers.tv/video/28242
This is an example of one particular initiative. In groups, think of one strategy which was particularly
helpful and discuss either how this could be employed within the classroom setting or how your school
would move forward to set up a similar project.
Note: There may also be new bilingual learners to schools who have experienced interrupted
learning (this may include Asylum Seekers), have little or no experience of school and, as a
result, are not literate in their first language.
Strategies and resources outlined on this site can help: http://www.sflqi.org.uk/pdtraining/esol.htm
Slide 16:
This slide describes some quick and simple adaptations which can be made to classwork in order to
support access to the curriculum for new bilingual pupils.
Below are some additional quick ideas, which are easy to implement and which will help support
comprehension of text. These strategies would also be helpful for many monolingual pupils.
Basic literacy activities might include:
Labelling
Find and Underline
Find the word
Fill the gap with cue cards
Odd-man-out
Sort and Match sets of picture cards to word cards
Use game strategies such as Pairs, Snap and Bingo
Complete word jigsaws
Key Visuals aid learners' conceptual development in a highly visual way. They enhance discussion
and negotiation; facilitate the recall of language and concepts and support learners' note taking skills.
Key Visuals Notes
Which Key Visuals to Use

Branching Diagrams
Branching Diagrams
Hindu Holy Books Branching Diagram

Cause and Effect
23
Cause and Effect Diagram - Fishbone
Cause and Effect Diagram

Compare and Contrast
Compare and Contrast World War 1 Diagram

Cycle Diagrams
Cycle Diagram

Flow Charts
Flow Chart Diagram

Idea Charts
Cluster Diagrams with Main Ideas
Idea Chart - Story
Main Ideas and Details

Information Sheet
Information Sheet
Matrix
Sorting Table

Pie Charts
Pie Chart

Pyramid Charts
Pyramid Chart

Sequence Charts
Action Strip

Time Lines
Time Line
Ethnic Minority Achievement and Support Service Milton Keynes
The relationship of the Key Visual to Functional Language
Key Visual
Cognitive Processes/Language Functions
24
Graphs/Pie Charts
Classifying, categorising, defining, explaining, predicting, interpreting data, drawing
conclusions/inferences, generalising, hypothesising
Tables/Charts/Grids
Observing, labelling, describing, comparing, contrasting, explaining, predicting,
interpreting data, drawing conclusions/inferences, generalising, hypothesising,
classifying, categorising, defining
Tree Diagrams
Classifying, categorising, defining
Cycles
Sequencing spatially, ordering chronologically, explaining a process, drawing
conclusions, predicting, interpreting data
Action Strips
Defining steps in a process, sequencing spatially or chronologically
Flow Charts/Tables
with Numbered Steps
Making decisions, sequencing spatially, identifying steps in a process
Maps/Plans
Observing , labelling, describing
Decision Trees
Making decisions, forming personal opinions, tracking alternative routes, considering
options
Time Lines
Temporal sequencing, ordering chronologically
Attribute Matrix
Classifying, describing, justifying opinions, reasoning, observing
Rating Charts/
Evaluation Grids
Evaluations, judging, criticising, justifying, stating preferences, expressing personal
opinions,
recommending , rank ordering, empathising
Venn Diagrams
Classifying , applying set criteria, contrasting , making decisions, justifying opinions
Games
Turn taking, negotiating (through the task), following instructions, monitoring progress
(of self and others), enabling, orienting
Activity:
Refer to the table above and to Appendix 1.
25
The paragraphs on the left hand side of the page are about ordinary things. The space on the right is for you to
show the information in some other way. You may draw; make diagrams, graphs, tables, charts or lists. Have
fun!
There are seven rooms in the school. At nine o’clock in
the morning, some of the rooms were cooler than
others. In class A it was 12ºC, in class B it was 11ºC,
class C had 14ºC, class D had 9ºC, class E had 8ºC,
class F had 8ºC and class G had 11ºC.
Every member of the class plays cricket or tennis.
Some of the children play cricket and tennis.
The children from our school travel in three different
ways. They come by train, by bus and by foot. Half of
them come by foot, twenty percent come by bus and
thirty percent come by train.
When the sun shines on the sea the water gets warm.
Some tiny drops of water rise up to the sky as clouds.
Winds blow the clouds over the land. The drops of
water fall onto the land as rain. Some water soaks into
the ground, some is trapped and stored for us to use.
Some goes into rivers. Most of the water finds its way
back into the sea through rivers and drains. There the
process begins again. It never stops. We call this a
‘cycle’.
My house faces north and is on a road that runs east
and west. To get to school I need to turn left out of
my front gate, walk along until I get to the pedestrian
crossing, cross the street, turn left and carry along
down the road to the first street to the right. Down
past three houses is my school.
Five children went to the greengrocers to get some
fruit. Sarah bought apples, oranges and bananas. Amir
bought pears ,apples, bananas and plums.
Jordan bought oranges, pear and apples. Khadija
bought grapes, pears oranges and a melon. Paul
bought only one apple.
My grandparents had three children, Derek, Maggie
26
and Tony. Only Maggie and Tony (my father) had
children. Maggie had two children (my cousins) and
Tony had three children. My older cousin got married
last year and just had a baby girl this summer.
To make a cup of tea it is important to do things in the
correct order. First, fill the kettle with water and put it
on. While the kettle is heating, put the tea in the pot.
When the water boils, pour it into the pot. Leave to
brew for a few minutes. Put some milk into a cup.
Finally pour the tea into the cup.
I am nine years old and I was born in 1990. When I
was two years old, my sister was born. Then our
family moved to a different town in 1995, where we
lived for two years. My brother was born in 1998. We
moved to our present house after he was born.
Activity and Appendix 1 by courtesy of Glasgow City Council EAL Service
27
SECTION 2
Slide 17:
Slide 18:
Supporting the Development of English as an Additional Language in the
Classroom
Planning and Managing Appropriate EAL Support
Statements to introduce this section of the training pack. It is divided into three main topics which
are listed here.
Slide 19:
Class and Group Allocation
Read through these statements which describe strategies recommended within “Learning in 2+
Languages.”
Side 20:
Implications for Class Teachers
This slide goes a bit further than the previous one. Read through
Add:



Successful decoding can mask a lack of comprehension
There may be cultural bias within standardised testing
A range of literacy experience will be brought into the classroom
Therefore, further issues to be explored within this package…..
How can we find out what these experiences are?
Why are these experiences important?
Who do we share this information with?
Also refer to:
SEALCC Evidence of Good Practice for the Support of Bilingual Learners
Meeting Learners’ Needs
HGIOS 3, QI 5.3 and EEPBL, QI 3.4
(*Web link to LTS EAL Site)
Activity 1:
Maths Activity Delivered in Asian Language
If possible choose the “teachers” from an Asian language background. Any fairly unfamiliar language
would work, however.
Materials below:
28
MATHS ACTIVITY
Match:
Ж
Ж Ж
Ж Ж Ж
Ж Ж Ж Ж
Ж Ж Ж Ж Ж
Ж Ж Ж Ж Ж Ж
Ж Ж Ж Ж Ж Ж Ж
Ж Ж Ж Ж Ж Ж Ж Ж
Ж Ж Ж Ж Ж Ж Ж Ж Ж
Ж Ж Ж Ж Ж Ж Ж Ж Ж Ж
29
Answer:
0
1
2
3
4
5
6
7
8
9
10
30
TEACHERS’ S SCRIPT
Speaking throughout in Bengali, the “teachers” can decide for themselves which part they wish to
play.
Teacher 1 - Good afternoon. I am Sadique ………. And this is Monwar …….. And we are your teachers
for today.
Teacher 2 – This is what we would like you to do. A matching exercise. (Hold it up). Here are the
symbols for the numbers 1 – 10 and these numbers are in Arabic. (Demonstrate).
Teacher 1 – Just match the one to the other, like the example.
Teacher 2 – It’s very easy!
Teacher 1 – OK, just start.
Teacher 2 – Don’t say a word! Keep quiet! (Stern voice)
Teacher 1 – (Turn to ‘model learners’) Any problems? No? Good!
Teacher 2 – (Walking round, looking at the papers of the class). This is very bad! You really do have
problems with your numbers. You can’t be very clever! You should be much better than this!
Teacher 1 - You can work together now. Do you want to? (asks model learners) Will that help?
Teacher 2 – Okay, work together! (If the class did not understand this use gesture to demonstrate.)
(Let a little time pass so that the exercise can be done with a partner.)
Teacher 1 – Right, stop now! You’ve had enough time!
Teacher 2 – Put your hand up if you finished. (Two hands go up) Well done, was that easy?
Teacher 1 – (to the rest) This is disgraceful! You will have to work much harder!
Teacher 2 – (pointing to the answer sheet). These are the answers. (Go quickly over the answers.)
For homework, you have to hand in the correct work tomorrow.
Instructions for Activity:
Set up the “class” of about eight learners. If possible “plant” two additional model learners who can
speak the language or have been prepared with the correct oral responses.
At the end of the lesson ask the class:
How did you feel hearing the instructions in a language you could not understand?
31
Were you given enough time to complete this exercise?
Were the teachers strict? Were they helpful?
How did you feel when you were not allowed to talk in English?
How did you feel about the model learners?
Was it easier to tackle the exercise when you were allowed to discuss it in English?
Did you find the exercise easy? We are familiar with the concept of matching exercises in Scottish
classrooms. What if you had not faced this before?
Did you realise that you had been given homework? What might happen if you don’t do it?
When you looked at the answers, did you feel that you would have been able to do this exercise?
Which Maths group do you now think you would be placed in after this assessment?
With a partner, discuss the implications of these findings with respect to classroom management.
Feed back one/two/three of these to the rest of the group.
Notes for Slide 21:
Presentation of Class Task
The information and advice below was written for teachers in advance of a visit from Professor J.
Cummins. Cummins is one of the world’s leading authorities on bilingual education and second
language acquisition. Mainstream teachers who have knowledge of his theories and act on his advice
will be in a much stronger position to help the EAL students in their classes.
(For full report see:
http://esl.fis.edu/teachers/support/cummin.htm)
Cummins has devised a model whereby the different tasks we expect our students to engage in can
be categorized. In the diagram, tasks range in difficulty along one continuum from cognitively
undemanding to cognitively demanding; and along the other continuum from context-embedded to
context-reduced. A context-embedded task is one in which the student has access to a range of
additional visual and oral cues; for example he can look at illustrations of what is being talked about
or ask questions to confirm understanding. A context-reduced task is one such as listening to a lecture
or reading dense text, where there are no other sources of help than the language itself. Clearly, a
task, which is both cognitively demanding and context- reduced, is likely to be the most difficult for
students, particularly for non-native speakers in their first years of learning English. However, it is
essential that EAL students develop the ability to accomplish such tasks, since academic success is
impossible without it.
Implications for mainstream teachers
If teachers have an awareness of the likely difficulty of a task, based on Cummins' model, they can
judge its appropriateness for the non-native speakers in their classes and in this way avoid much
frustration. This does not mean, however, that EAL students should be fed a diet of cognitivelyundemanding tasks. It may be beneficial to use such activities in the student's early days at school, in
order to build confidence, or as a lead in to a more challenging activity. However, teachers should
switch soon to tasks that engage the students' brains, making these tasks accessible by providing
visual or other support. Once students are comfortable with these kinds of activities, they can be
gradually exposed to tasks that are both cognitively-demanding and context-reduced.
The degree to which a task is context-embedded depends on the number of channels of information
available to the student. So a student who listens to a news report on the radio has only one channel
of information - this is a context-reduced learning experience. Compare this with the student who
reads a report about the same event in a newspaper article which contains photographs and
diagrams. The student can read at her own speed and has access to a dictionary. If she can also ask
another student or her parents to explain parts of the text, then she has many channels of
32
information available to her. This is clearly a context-embedded activity and as a result is much more
manageable.
Further Reading: For an interesting discussion of what happens when teachers start with a context
reduced and cognitively demanding task and then have to modify it, see the Mackay article below.)
Mackay, R. (1991) Embarrassment and hygiene in the classroom ELT Journal 47/1 Oxford: OUP
Practical examples:
In the version, below, various forms of mathematical assessment activity are placed within the
quadrants.
It can be hypothesised that activities in the upper right-hand corner of the diagram are likely to be
more problematic for learners of EAL and so less reliable indicators of their mathematical capabilities.
Similarly, those in the lower left-hand corner are likely to be more useful to teachers. Given a choice,
teachers could therefore seek to develop or use assessment methods closer to the lower left-hand
corner.
Unfortunately, formal mathematics tests are widely used in the UK. Given this situation, teachers
could look for ways to, in effect, move methods of assessment away from the upper right-hand corner
towards the centre of the diagram. For example, mental arithmetic tests provide little linguistic
context but are highly demanding, since they rely entirely on listening – there is no opportunity to
interact with the questioner. Learners could be prepared for such tests by developing activities in
which listening skills are practiced. Learners could be provided with a set of questions, for example,
and are then asked to identify which question is being orally asked.
Extract adapted from http://www.naldic.org.uk/ITTSEAL2/teaching/Maths1.cf
33
Cognitively Demanding
Transformation of information
Compares
Contrasts
Recalls
Reviews
Seeks solutions to problems
Generalises
Summarises
Plans/organises information
Classifies by known criteria
Defines meaning
Translates information from one medium to
another
Academic
Transformation of Information
Argues a case
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 a new situation
Analyses, suggests solutions and tests
Makes inferences, extrapolating from known
facts
Rank-orders according to own criteria
Language
Context
Context
Embedded
Reduced
Social
Language
Reads to find specific information
Copies from board or text
Identifies
Matches
Retells
Describes observations
Sequences
Narrates with a sense of beginning, middle and
end
Repeats utterances of adult
Colours in
No Transformation of Information
No Transformation of Information
Cognitively Undemanding
34
Activity:
Defining
Identifying
Comparing
Repeating
Hypothesising
Evaluating
Describing
Copying
Following instructions
Generalising
Analysing
Understanding cause and
effect
Inferring
Understanding rules
Narrating
Sequencing
Classifying
Understanding a process
Naming
Cut out the above cards. They are all activities that children and young people might be asked to do
in any classroom.
Put them in order from the most cognitively demanding to the most cognitively undemanding.
Notes for the trainer:
The point of course is that they can not easily be put in order because it depends on how much
contextual support is given. Even the apparently easy ones (repeating, copying) can be demanding if,
say, the learners are asked to repeat a paragraph of spoken Russian or copy three pages of Arabic
script.
This activity and reference diagram above are by courtesy of Glasgow City Council EAL Service
35
Activity:
Reading and answering questions in Portuguese
Courtesy of Aberdeenshire EAL Service
OS TRÊS PORQUINHOS
Era uma vez três porquinhos – Prático, Heitor e Cícero – que
decidiram construir suas próprias casas.
Cícero não queria se cansar muito e decidiu construir uma casa de
palha.
Heitor decidiu construir uma casa de madeira.
Já Prático optou por uma casa de cimento, que leva mais tempo para
ser construída, então ele via seus irmãos brincando enquanto ele
terminava sua casa.
Um dia apareceu o Lobo Mau e viu os porquinhos. Ele
comê-los! Foi atrás de Cícero e chegou à sua casa de palha. O
sopro fez a casa ir aos ares. Enquanto Cícero fugia, o Lobo
de Heitor. Chegando na casa dele, fez a mesma coisa, com dois
também a casa de madeira aos ares!
decidiu que iria
Lobo com um
decidiu ir atrás
sopros
levou
Ambos Cícero e Heitor fugiram para a casa de Prático.
chegou à casa de cimento, ele começou a soprar para destruí-la
não conseguia. Após várias tentativas frustradas, o Lobo
descer pela chaminé.
Quando o Lobo
também, mas
resolveu
Prático fazia sopa de legumes para o jantar e o Lobo caiu direto dentro
do caldeirão! O Lobo saiu em disparada e nunca mais voltou!!
Daquele dia em diante, os três porquinhos resolveram morar juntos e
todos viveram felizes para sempre na casa de tijolos.
36
OS TRÊS PORQUINHOS
Era uma vez três porquinhos – Prático, Heitor e Cícero – que
decidiram construir suas próprias casas.
Cícero não queria se cansar muito e decidiu construir uma casa de
palha.
Heitor decidiu construir uma casa de madeira.
Já Prático optou por uma casa de cimento, que leva mais tempo
para ser construída, então ele via seus irmãos brincando enquanto ele
terminava sua casa.
Um dia apareceu o Lobo Mau e viu os porquinhos. Ele decidiu que
iria comê-los! Foi atrás de Cícero e chegou à sua casa de palha. O Lobo com um sopro fez a casa ir
aos ares. Enquanto Cícero fugia, o Lobo decidiu ir atrás de Heitor. Chegando na casa dele, fez a
mesma coisa, com dois sopros levou também a casa de madeira aos ares!
Ambos Cícero e Heitor fugiram para a casa de Prático. Quando o Lobo chegou à casa de cimento,
ele começou a soprar para destruí-la também, mas não conseguia. Após várias tentativas frustradas, o
Lobo resolveu descer pela chaminé.
Prático fazia sopa de legumes para o jantar e o Lobo caiu direto dentro do caldeirão! O Lobo saiu
em disparada e nunca mais voltou!!
Daquele dia em diante, os três porquinhos resolveram morar juntos e todos viveram felizes para
sempre na casa de tijolos.
OS TRÊS PORQUINHOS
Era uma vez três Porquinhos – Prático, Heitor e Cícero – que decidiram construir suas próprias
casas.
Cícero era preguiçoso e não queria se cansar muito, então disse:
“Vou construir minha casa de palha, assim terei mais tempo para brincar!”
Heitor também gostava muito de brincar e não queria ter trabalho, então disse:
“Vou fazer minha casa de madeira!”
Já Prático pensou que as outras duas casas não seriam seguras contra o Lobo e disse:
“Vou fazer uma casa de cimento que é muito segura e à prova de Lobo!”
Assim os três Porquinhos construíram suas casas.
Um dia apareceu o Lobo que viu um dos Porquinhos em sua casa e foi logo dizendo:
“Estou com muita fome, aquele Porquinho me parece muito saboroso!”
Chegando a casa do Porquinho, o Lobo disse:
“Abra a porta Porquinho se não vou soprar e levar sua casa aos ares!”
O Porquinho não abriu a porta, o Lobo deu um sopro e lá se foi a casa de palha aos ares!
Enquanto Cícero fugia, o Lobo foi até a casa de madeira de Heitor, e disse novamente:
“Abra a porta Porquinho se não vou soprar e levar sua casa aos ares!”
Heitor não abriu a porta, o Lobo soprou duas vezes e lá se foi a casa de madeira aos ares!”
37
Ambos Cícero e Heitor fugiram para a casa de Prático.
O Lobo os seguiu. Chegando à casa de cimento já foi dizendo de novo:
“Abra a porta Porquinhos se não vou assoprar e levar sua casa aos ares!”
O Lobo soprou e soprou e a casa não se mexeu! Ele resolveu então que iria entrar pela chaminé.
Prático fazia sopa de legumes para o jantar e o Lobo caiu direto dentro do caldeirão! O Lobo saiu
em disparada e nunca mais voltou!!
Daquele dia em diante, os três Porquinhos resolveram morar juntos e todos viveram felizes para
sempre na casa de tijolos.
Instructions for Activity:
Divide large group into three smaller groups. Hand out a different version of the story to each group.
Give them all plenty of time to read it. Hand out the questions. Which group was the most successful
in finding the correct answers. Plenary to note the reasons for this. Which quadrant did each of these
exercises fit into?
OS TRÊS PORQUINHOS
Questões
1. Do que se trata o texto?
2. Quais estratégias foram utilizadas na realização da tarefa?
3. Como você se sentiu com a apresentação em língua estrangeira?
English version:
Three Little Pigs
Questions
1. What is the text?
2. What strategies did you use in trying to make sense of the text?
3. How did you feel when presented with a lot of text in a foreign language?
38
Similar Activity
Follow the same instructions. This time, the folk tale is unfamiliar
O Saci
Monteiro Lobato
Tio Barnabé era um negro de mais de oitenta anos que morava no
rancho coberto de sapé lá junto da ponte. Pedrinho não disse nada a
ninguém e foi vê-lo.
- Tio Barnabé, eu vivo querendo saber duma coisa e ninguém me conta
direito. Sobre o saci. Será mesmo que existe saci?
- Pois, seu Pedrinho, saci é uma coisa que eu juro que existe. Gente da
cidade não acredita – mas existe. A primeira vez que vi saci eu tinha
assim a sua idade. Isso foi no tempo da escravidão, na fazenda do
Passo Fundo, do defunto major Teotônio, pai desse coronel Teodorico,
compadre de sua avó dona Benta. Foi lá que vi o primeiro saci. Depois
disso, quantos e quantos!…
- Conte, então, direitinho, o que é saci.
E o negro contou tudo direitinho.
- O saci – começou ele – é um diabinho de uma perna só que anda solto pelo mundo, armando
reinações de toda sorte e atropelando quanta criatura existe. Traz sempre na boca um pitinho aceso,
e na cabeça uma carapuça vermelha. A força dele está na carapuça, como a força de Sansão estava
nos cabelos. Quem consegue tomar e esconder a carapuça de um saci fica por toda a vida senhor de
um pequeno escravo.
- Mas que reinações ele faz? – indagou o menino.
- Quantas pode – respondeu o negro. – Azeda o leite,
quebra a ponta
das agulhas, esconde as tesourinhas de unha, embaraça os
novelos
de
linha, faz o dedal das costureiras cair nos buracos. Bota
moscas
na
sopa, queima o feijão que está no fogo, gora os ovos das
ninhadas.
Quando encontra um prego, vira ele de ponta pra riba para
que espete o
pé do primeiro que passa. Tudo que numa casa acontece
de
ruim
é
sempre arte do saci. Não contente com isso, também
atormenta os
cachorros, atropela as galinhas e persegue os cavalos no pasto, chupando o sangue deles. O saci não
faz maldade grande, mas não há maldade pequenina que não faça.
- E a gente consegue ver o saci?
- Como não? Eu, por exemplo, ja vi muitos. Ainda no mês passado andou por aqui um saci mexendo
comigo – por sinal lhe dei uma lição de mestre…
http://www.jangadabrasil.com.br/setembro/im10900c.htm
39
O Saci
Monteiro Lobato
Tio Barnabé era um negro de mais de oitenta anos que morava no rancho coberto de sapé lá junto da
ponte. Pedrinho não disse nada a ninguém e foi vê-lo.
- Tio Barnabé, eu vivo querendo saber duma coisa e ninguém me conta direito. Sobre o saci. Será
mesmo que existe saci?
- Pois, seu Pedrinho, saci é uma coisa que eu juro que existe. Gente da cidade não acredita – mas
existe. A primeira vez que vi saci eu tinha assim a sua idade. Isso foi no tempo da escravidão, na
fazenda do Passo Fundo, do defunto major Teotônio, pai desse coronel Teodorico, compadre de sua
avó dona Benta. Foi lá que vi o primeiro saci. Depois disso, quantos e quantos!…
- Conte, então, direitinho, o que é saci.
E o negro contou tudo direitinho.
- O saci – começou ele – é um diabinho de uma perna só que anda solto pelo mundo, armando
reinações de toda sorte e atropelando quanta criatura existe. Traz sempre na boca um pitinho aceso,
e na cabeça uma carapuça vermelha. A força dele está na carapuça, como a força de Sansão estava
nos cabelos. Quem consegue tomar e esconder a carapuça de um saci fica por toda a vida senhor de
um pequeno escravo.
- Mas que reinações ele faz? – indagou o menino.
- Quantas pode – respondeu o negro. – Azeda o leite, quebra a ponta das agulhas, esconde as
tesourinhas de unha, embaraça os novelos de linha, faz o dedal das costureiras cair nos buracos. Bota
moscas na sopa, queima o feijão que está no fogo, gora os ovos das ninhadas. Quando encontra um
prego, vira ele de ponta pra riba para que espete o pé do primeiro que passa. Tudo que numa casa
acontece de ruim é sempre arte do saci. Não contente com isso, também atormenta os cachorros,
atropela as galinhas e persegue os cavalos no pasto, chupando o sangue deles. O saci não faz
maldade grande, mas não há maldade pequenina que não faça.
- E a gente consegue ver o saci?
- Como não? Eu, por exemplo, ja vi muitos. Ainda no mês passado andou por aqui um saci mexendo
comigo – por sinal lhe dei uma lição de mestre…
For version in English:
There are many free online translators. Some are better than others....words are often translated
literally and so, at times, it can be difficult to make sense of the text.
For this extract try: http://www.online-translator.com/Default.aspx/Text
40
O SACI
Questões
1. Do que se trata o texto?
2. Quais estratégias foram utilizadas na realização da tarefa?
3. Como você se sentiu com a apresentação em língua estrangeira?
English version:
The Saci
Questions
4. What is the text?
5. What strategies did you use in trying to make sense of the text?
6. How did you feel when presented with a lot of text in a foreign language?
Group feedback:
How much harder was it to work out the story this time?
implications of this for classroom practice?
What are the
Slide 22:
Planning for EAL Learners in Class
What does the Learner Bring to the
Task?
What are the task
demands?
What additional
support needs to be
planned?
Assign learner to new
group
Social
Good social skills and social English
Familiarity with group work
Tends to rely on friends to provide
answers
Supporting group work
in class
Collaborating in pair
work during walk
around school
environment
Decide on roles for the
members of the group
Initial listening and
recording role
Change role to
reporting after some
exposure to task
Experience of erosion during school
camp and environment of school
Cognitive
Identify causes of
erosion and match
“cause” card to photo
of erosion
Describe processes of
erosion in school
environment
Can use basic expressions of cause
and effect
Technical vocabulary
Description of
processes of erosion
Linguistic
Clear instruction about
aims and phase of
lesson
Provide glossary of
technical terms
Provide key visual in
form of flow chart to
show processes
Discussion of photos to
elicit key words; scree,
frost/ wind damage……
Sentence frames for
causal sentence
structure and use of
causal verbs eg
produce, give rise to,
result in..
Adapted from Learning in 2+ Languages, page 15
Activity: In groups, discuss the completed table above. With a partner, decide on a lesson which
you have recently delivered to your class. Complete the blank table below to support the desired
learning outcomes for that lesson.
What does the Learner
bring to the task?
What are the task
demands?
What additional
support needs to be
planned?
Social
Cognitive
Linguistic
43
Slide 23:
Appropriate Support for Bilingual Learners
This topic will be developed further within the three main areas described. Expand with the aid of:
Helpful Strategies
1.
Plan all lessons with the needs of EAL learners in mind.
2.
Explain the objectives of the lesson clearly and utilise warm-up sessions to motivate and activate
previous learning.
3.
Define targets clearly, ensure they are simple and obtainable, write the targets down for the
first-stage learners and tick them off as they are achieved.
4.
Illustrate items from the learners’ cultural backgrounds and from what the learners’ are
interested in.
5.
Pay particular attention to vocabulary and structures in the lessons.
6.
Maximise the use of talk as a learning tool, including role-play.
7.
Encourage learners’ to discuss and share their linguistic knowledge.
8.
Allow extra time to complete written tasks and use adults as scribes.
9.
Provide writing frames at appropriate levels of difficulty.
10.
Ensure EAL learners are grouped with peers who are the best models of English as well as
speakers of their OWN language whenever possible.
11.
Have a high status policy to enable more advanced EAL learners to be buddies to new arrivals
who share a common language.
12.
Promote classroom practice that encourages and rewards peer support.
13.
Pre-teach vocabulary and key concepts in the home language.
14.
Provide vocabulary lists on the board and in writing to be taken home.
15.
Hold parent groups (using interpreters if necessary) focusing on how to help children at home.
16.
Forge links with supplementary schools.
17.
Use mime, puppets, demonstrations, artefacts, and visual aids including multilingual/
multicultural displays to create a positive learning environment.
18.
Use inclusive seating arrangements.
19.
Encourage the use of home language to write.
20.
Provide bilingual resources such as dictionaries, texts, tapes, and videos.
Adapted From “March is Multilingual Month,” Compiled by Fahro Malik, Chief Executive Officer, Lynk Reach
44
Further Reading:
http://londonmentors.net/store/store/profst_files/docs/Inclusion%20EAL/Teaching%20Strategies/10.
%20Handout%20on%20Advice%20for%20Effective%20Teaching.doc
An example of teacher using these in practice:
http://www.teachers.tv/video/571 - Assessing Speaking
Accompanying Resources
Activity: In groups of three discuss two successful approaches used in this video. Discuss the ways
in which you have adopted these within your own daily practice. How could you develop this work
further in the near future? Report back your findings to the main group.
Slide 24
A Holistic Approach
The three bullet points describe the aspects of a holistic approach for bilingual learners which would
need to be taken into consideration. The ideas can be developed further through discussions around
appropriate information gathering. We should know about:



Learners’ Language Profile
Previous Experiences of School
Individual Learning Styles
Creating an environment that admires multi-lingualism will provide additional learning experiences for
all learners. It is important therefore to consider how bilingual learners can share, use and develop
their language knowledge in the classroom.
Schools should also be aware of and aim to maintain and develop their relationships with:


Language exams
Connections with community schools.
Further related reading:
portal.unesco.org/en/ev.php-URL_ID=41344&URL_...
Also refer to:
SEALCC Evidence of Good Practice for the Support of Bilingual Learners
HGIOS 3, QI 8.1 and EEPBL, QI 4.8
Links with local authority or other managing body, other schools, agencies and employers
(*link to EAL page on LTS site)
45
Slide 25
Interaction
All strategies should be good practice for all learners but it is particularly important when working with
bilingual learners to:



Keep expectations high
Activate prior knowledge and teach new vocabulary and concepts before reading and writing
Ensure regular keen observation and the sharing of information
Aim to work collaboratively at all levels
Networking is an important part of the process: community language teachers, previous teachers,
classroom assistants and others
There needs to be absolute clarity regarding the role of specialist EAL support. This should be
clearly understood by Class Teachers, Classroom Assistants, Parents/Carers and all learners.
Also refer to:
SEALCC Evidence of Good Practice for the Support of Bilingual Learners
HGIOS 3, QI 7.2 and 7.3 and EEPBL QI 6.6
Staff Review and Development
(*Link to EAL page on LTS website)
Further Reading:
www.ltscotland.org.uk/learningaboutlearning/c...
Activity:
Shared Futures DVD
Chapter 8
Watch the first video of the Elizabeth Garrett Anderson Language School, Islington, London.
In groups, identify some of the successful approaches and outcomes described and then consider
the checklist on page 52 of “Learning in 2+ Languages.” Think about the situation in your own
school. Which of these strategies have you used successfully and which would you like to develop
further? Then, group discussion, focussing on the additional methods and resources which would
be required to do this.
46
Slide 26:
Independence in Learning
The principles within Aifl are particularly helpful for bilingual learners.
For original diagram: http://www.ltscotland.org.uk/assess/images/aifl_triagram_tcm4-232905.pdf
Further information can be found in example:
http://www.westlothian.gov.uk/sitecontent/documentlist/educationpublications/aifl
Additional notes:
Moving on with Literacy
Bilingual learners’ literacy skills can be transferred from one language to another
Factors that can affect literacy skills
o
o
o
different cultural experience
range of vocabulary and knowledge of structures
possible cultural bias within standardised testing
47

Therefore it is important that before reading and writing prior knowledge
should be activated and new vocabulary and concepts taught.
Watch this video to see one short example of how to do this:
http://teachingtoday.glencoe.com/videos/view/activating-prior-knowledge
Strategies to help:
http://wvde.state.wv.us/strategybank/activating.html


While reading and writing try to use collaborative activities.
After reading and writing share learning outcomes.
Activity: Watch this short video
http://edcommunity.apple.com/ali/story.php?itemID=306
In small groups, think of how this approach could be adapted for a topic you are working on, or one
you are planning, at present. Feed back your ideas to the whole group.
48
Teaching Structures and Functions of Language across the Curriculum
For any curricular area:
Example
Functions of language which
may be used
Structures of language which
may be used
P.E, Science, Technology……and
others….
Explaining, suggesting,
giving instructions, planning,
reasoning, evaluating……and
so on…….
If we open the window, then..,
perhaps we could.., you need to
start here…, we could put….,
that’s not a good idea because….
it would have been better if……
Art, Home Economics, Science,
Geography……and others…
Classifying, comparing and
contrasting, agreeing,
disagreeing, expressing
preference……and so on……
This is the same as…..this goes
with, this has… but that has…,
but that one had a better taste
…..I liked the one with more…..,
Adapted from Helping Bilingual Pupils to Access the Curriculum, Geri Smyth, pages 68 and 69
Helpful Resources:
http://www.macmillanenglish.com/Course.aspx?id=40516
http://www.standards.dfes.gov.uk/secondary/keystage3/all/respub/ma_eal
www.standards.dfes.gov.uk/secondary/keystage3/all/respub/englishpubs/en_eal
Two examples here but most curricular areas covered by similar documents from Dfes
There are also similar resources from Hounslow Language Service: One example would be the
“Knowledge Framework Approach in Year 7 Geography”
Activity:
Watch these videos:
http://www.teachers.tv/literacy Introduction
http://www.teachers.tv/video/3330 Primary
http://www.teachers.tv/video/3465 Secondary
After each video, in groups of two, think of a lesson you have recently been working on. Explain your
method for planning. What was the specialist vocabulary involved and which were the structures and
functions used? Were your bilingual learners familiar with these? How did you help them to acquire
this language? What strategies would you now adopt to further develop the process? Discuss your
ideas with the main group.
49
Also refer to:
SEALCC Evidence of Good Practice for the Support of Bilingual Learners
QI HGIOS 3, 2.1 and QI EEPBL 3.3
Pupils’ Learning Experiences
(*Link to EAL page on LTS site)
Here are some additional useful strategies when considering the presentation of text: Directed
Activities Relating to Texts (DARTs).
Identify some of these for the following activity:












List key points
Selectively underline key words or key information
Produce a diagrammatic representation of the text – flow chart, spider diagram
Take sections of text and order in a logical manner
Match paragraphs with supplied headings
Break the text down into segments
Label parts of the text
Group similar ideas
Convert information from text to table
Complete the text, filling in missing words, phrases or sentences.
Answer specific questions (and/or think up own questions)
Summarise the text
Activity:
Read the following passage:
The next time the water truck came, it was driven by Mr Pendanski, who also brought sack lunches.
Stanley sat with his back against a pile of dirt and ate. He had a baloney sandwich, potato chips and
a large chocolate chip cookie. “How you doin’?” asked Magnet. “Not real good,” said Stanley. “Well,
the first hole’s the hardest.” Magnet said. Stanley took a long, deep breath. He couldn’t afford to
dawdle. He was way behind the others and the sun just kept getting hotter and hotter. It wasn’t
even noon yet. But he didn’t know if he had the strength to stand up. He thought about quitting. He
wondered what they would do to him. What could they do to him? His clothes were soaked with
sweat. In school, he had learned that sweating was good for you. It’s nature’s way of keeping you
cool. So, why was he so hot? Using his shovel for support, he managed to get to his feet. “Where
are we supposed to go to the bathroom?” he asked Magnet. Magnet gestured with his arms to the
great expanse around them. “Pick a hole, any hole,” he said. Stanley staggered across the lake,
almost falling over a dirt pile. Behind him, he heard Magnet say, “But first make sure there’s nothing
living in it!”
From “Holes” by Louis Sachar
Trainer allocates two different approaches to each small group. Then, plenary to explain the exercises
and discuss how these have made the text more accessible.
Further Reading for Reference:
Learning Styles:
Table on Appendix 2
Note: While pupils may have a preferred learning style, it's important that they experience a range
of teaching and learning styles.
50
Slides 27 and 28
Functions and Roles of EAL Support Staff
The statements on these slides come directly from “Learning in 2+ Languages.”
Activity:
In groups, look at the Checklists on page 20 of Learning in 2+ Languages. Discuss how your school
makes use of the EAL Support Service available in your authority and highlight two new ways in which
you could adapt your particular approach. Report back to main group.
Watch:
http://www.teachers.tv/video/1429 - Key Stage 1 Science Pushing and Pulling
Accompanying Resources
In groups, discuss the role of the EAL staff in this video. Compare this to your particular situation.
Which areas would you like to develop further?
51
SECTION 3
Slide 29:
Partnership with Parents and Carers.
Note:
Parental participation in any learner’s schooling impacts greatly on progress and achievement. It is
therefore essential that schools establish trust and good relationships with their bilingual parents.
Activity:
Does your school/establishment have good relationships with Parents/Carers?
Refer to “Learning in 2+,” page 27, Checklists for Action.
Discuss your situation with a partner. What further developments could you make
in the near future? Feed back your thinking with the whole group.
Barriers to this involvement might include:













Inefficient system for the welcome of new arrivals
Inability to communicate in English
Little information in an appropriate language
An unfamiliarity with the education systems in the UK
Traditionally or culturally, no expectation that parents will take part in their child’s education
Lack of awareness about what the school can offer
Programmes and activities on offer not relevant for needs
Lack of questioning regarding needs
Little information in school with respect to relevant cultures and experiences
Worries regarding health, money, housing and employment
Lack of awareness concerning local agencies and services which are available to help
Lack of childcare facilities
Wariness with respect to trust
Adapted from Shared Futures page 24
Activity: Statements Game for three groups. If possible, find or make up three large games of
Snakes and Ladders.
52
Place all statements on game with blu tac, either at the top of a ladder or the bottom of a snake. The
groups then play, lifting off the barrier statements as they go. Discuss each and place in either most
important, important or not important pile. Report back to main group, with reasoning, when
finished.
If no Snakes and Ladders, then each small group should identify 9 barriers out of the 13 to work with.
Place these in a Diamond shape, the most important at the top, the least at the bottom. Report the
findings back to the main group.
Some successful strategies which have been employed by schools are outlined within these articles:
53
http://www.standards.dfes.gov.uk/primary/publications/inclusion/newarrivals/1160059
http://www.naa.org.uk/libraryAssets/media/Assessing_CS_v6a.pdf
http://www.havering.gov.uk/media/pdf/2/t/English_as_an_Additional_Language__A_Guide_for_Early_Years_Practitioners_Nov_2008.pdf
Slide 30:
Activity:
Welcoming Bilingual Parents/Carers
“Learning in 2+ Languages,” page 10.
Initial Contacts and Enrolment
Examine the section printed in blue. Explain to a partner how your school or establishment meets the
bullet points described. Decide what further developments could be made in the short or medium
term. Feed back your thinking to the group as a whole.
Watch these videos:
http://www.teachers.tv/video/3077
http://www.teachers.tv/video/2850
http://www.teachers.tv/video/2851
After each, in groups, list the ways in which these schools have worked to make parents feel included.
What have been the benefits of this? What would your establishment develop further to make sure
that bilingual parents take part fully in the life of the school and in the education of their children?
Activity:
Shared Futures Chapter 9
Watch St Paul’s Roman Catholic School, Glasgow
In groups, share initial thoughts and reflections. Identify the approach (es) taken. What has been
the outcome of this project? How could your school work to improve success regarding involvement
of parents and carers?
Activity:
In groups discuss these questions and note answers for plenary. What improvements would you now
make?




At initial contact and enrolment, how does your school engage bilingual parents effectively?
At key transition stages, how do you involve bilingual parents?
How do you capitalise on their bilingualism and culture to benefit the school community?
Use of Interpreters. How do you ensure parents rights and equal access to information?
ASL Act and RRAA section 2
“It is important to note that all parents are entitled to a qualified interpreter
and family members should not be used.”
54
Additional Resource:
City of Edinburgh DVD and Training Pack
Also refer to:
Partnerships with Parents and Carers
SEALCC Evidence of Good Practice for the Support of Bilingual Learners
HGIOS 3, QI 2.2 and 5.7 and EEPBL QI 5.4
Partnership with Parents, the School Board and the Community
(*Link to EAL page on LTS website)
55
SECTION 4
Slide 31:
Assessing the Progress of Bilingual Learners
Slide 32:
Holistic Assessment
Go over triangle to look at all elements of wellbeing. Trainer could refer to GIRFEC and relate
to their authority guidelines.
For bilingual learners in particular, consider





Information from parents, community organisations and translated school reports
Literacy in the home and previous school. What is the nature of the transferable skill?
Observations of use of both languages in class and social situations
Records of Support for Learning or EAL support, where appropriate
The requirement for any additional consultation or information gathering e.g. Health Service,
Social Work, Community Schools and Associations.
Build up and maintain a complete profile over time
Activity:
In groups of three, examine the checklist, coloured in blue, on page 21 of “Learning in 2+
Languages.” Discuss how your school gathers the information required. What methods or processes
do you use? Which members of staff would this be passed to and how would the information then be
acted on. Think of two ways you would develop this process more effectively. Feed back your ideas
to the main group.
Slide 33:
Language Support Needs
A comprehensive assessment of these three main areas would be required in order to determine
language support need.
Activity:
Watch this video http://www.teachers.tv/video/569
In groups of three discuss the methods the two class teachers used in order to assess the language
needs of one bilingual learner. How do these fit within the three statements made on this slide? Fill
in the table below and report back your findings to the main group.
What would you do in your school, in the near future, to further develop work in this area?
56
Methods Used
Ability to communicate
Success with accessing the curriculum
Mastery of technical aspects of language
Slide 34:
Stages of English Language Acquisition
Note: Trainers should point out that the definitions have changed since the publication of “Learning
in 2+ Languages.” They are now as below.
There is an annual survey of English Language Levels in schools which takes place in September. This
helps determine accurate data for Scotland.
SCOTXED LEVELS OF ENGLISH LANGUAGE ACQUISITION
Level 1 - New to English - May use first language for learning and other purposes. May remain
completely silent in the classroom. May be copying/repeating some words or phrases. May understand
some everyday expressions in English but may have minimal or no literacy in English. Needs
considerable support to operate in English.
Level 2 - Early Acquisition - May follow day to day social communication in English and participate
in learning activities with support. Beginning to use spoken English for social purposes. May
understand simple instructions and can follow narrative/accounts with visual support. May have
developed some skills in reading and writing. May have become familiar with some subject specific
vocabulary. Still needs a significant amount of support.
Level 3 - Developing competence - May participate in learning activities with increasing
independence. Able to express self orally in English, but structural inaccuracies are still apparent.
57
Literacy will require ongoing support, particularly for understanding text and writing. May be able to
follow abstract concepts and more complex written English. Requires support to access the curriculum
fully.
Level 4 – Competent - Oral English will be developing well, enabling successful engagement in
activities across the curriculum. Can read and understand a wide variety of texts. Written English may
lack complexity and contain occasional evidence of errors in structure. Needs some support to access
subtle nuances of meaning, to refine English usage, and to develop abstract vocabulary.
Level 5 – Fluent –
Can operate across the curriculum to a level of competence equivalent to that of a learner who uses
English as his/her first language.
NA: Not assessed. Not time to assess between entry in August and census in September. Any new
arrival or learner in P1. Assessment should take place after one term.
English First Language: This is for learners who are not bilingual.
LC should be altered to state “Learners who have significant and complex additional support needs
which affect communication and make assessment in EAL inappropriate.
58
Further Reading:
The Early Stages of Learning English
Research
Many bilingual children who are at an early stage in their learning of English go through a 'silent period' when
they first enter an unfamiliar early years setting. This can last for up to six months or longer. This is not a
'passive' stage. During this time, children will be watching, actively listening, and exploring their environment to
understand new experiences and to develop new meanings. They will be trying to relate previous knowledge to
new contexts. It is important that children should not feel pressurised to speak until they feel confident enough
to do so. However, it is essential that adults continue to talk to the children, to pick up their non-verbal
responses, to support the child's understanding of meaning, and to involve them in activities; these strategies
will help children to internalise the language they hear and to develop a sense of the patterns, meanings and
range of language functions in their new, unfamiliar environment.
During this time, children may begin to use non-verbal gestures as a response to a question or to indicate a
need. Understanding is in advance of spoken language.
Many children may begin to 'echo' single words and some short phrases used by adults and peers. All attempts
at speech should be encouraged and praised.
There will be a development of 'formulaic' language ('chunks' of social speech) e.g. "Mummy come soon." "My
turn." Children may begin to join in with story refrains and repetitions and songs.
Chunking' will continue, but children will increasingly begin to use one word utterances (frequently nouns)
which will perform a range of language functions (e.g. questioning, responding, naming).
Children will then begin to generate their own 'telegraphic' sentences, using two or three word utterances.
Function words are likely to be omitted, the main concern being the communication of meaning. Non-verbal
gestures will often accompany speech. Holistic phrases (a development of 'chunking') will continue during this
stage.
Children will begin to use extended phrases or simple sentences which contain surface developmental errors in
the use of plurals, tenses, personal pronouns, function words and articles. Again the emphasis is on the
communication of meaning.
Increasingly children will develop more control in their use of functional language. However surface errors in
the use of tenses, word endings and plurals will continue for some time until children understand the use of
different grammatical structures in the target language, which may be very different from the home language.
This outline of the development of young children's learning of English as an additional language has
been prepared by NALDIC to inform judgements made by educators in assessment contexts. It draws
on research findings. The process should be seen as cumulative and there will be variations in the rate
of development according to environmental, personal and social factors.
59
Activity:
Early Stages of English Language Acquisition
Cut coloured comments into strips and put in envelopes.
Groups sort into correct sequence.
Think about how closely individuals had to engage with text in order to be able to do this and how
this affected success with the understanding of the stages of second language acquisition.
Relate this to methods which can be used in the classroom to help bilingual learners and others
access the curriculum.
Can this information now be matched to the Stages of English Language Acquisition above? With a
partner, fit these statements into either New to English, Early Acquisition and Developing
Competence. Discuss your answers with the rest of the group. Collect in statements when your
activity is complete.
Slide 35:
Tools for Assessment
This slide describes additional features which need to be taken into account when assessing bilingual
learners. Again, care should be taken when interpreting results from setting published assessment
material. There may also be the possibility of cultural bias in terms of concept or language used.
Examples:
Primary 2 learners asked to write about keeping a pet for National Testing. During planning, there
was discussion around the choice of type of animal which would be suitable. Child from Ecuador
could not understand the concept of keeping a guinea pig in this way. She was used to eating it as a
delicacy!
Primary 3 learner from Bangladesh was astonished that he should find it acceptable to eat Halal “Hot
Dog” in canteen for lunch. Horrified, he exclaimed, “Why you eat hot dog? I no eat hot dog!” He ran
around the others in the dining hall saying, “Do you know you eat hot dog?” and created quite a stir!
Further Reading AiFL (Summative and Fomative Assessment):
http://www.ltscotland.org.uk/learningaboutlearning/images/lon_girl%2520working_tc
m4419120.png&imgrefurl=http://www.ltscotland.org.uk/learningaboutlearning/assessmen
t/research/rsassessment.asp&usg=__9nbUfMvzeg4T8NaN4oRAAcvoPs=&h=200&w=300&sz=296&hl=en&start=8&sig2=rYMvMKgcUh
XiwYmLiV7bXg&tbnid=uEvqQbUj_XUbXM:&tbnh=77&tbnw=116&ei=Iks1Sd2FHYmOxAG
32eyiCA&prev=/images%3Fq%3Dlearner%2Bassessment%26gbv%3D2%26hl%3Den
%26sa%3DG
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Slide 36:
Bilingual Learners with other Additional Support Needs
Further Information:
http://www.mkweb.co.uk/emass/documents/website_EAL_SEN_Artwork.pdf
Milton Keynes publication:
Guidance on the Assessment of EAL Learners who may have Special Educational Needs
Page 10 is especially helpful.
Slide 37:
Evidence Gathering
Consider the following scenarios: EAL or Other Additional Support Need?
A learner, born in England, with EAL has now reached the end of Primary 5 and is still only achieving
Level B in reading and writing assessments. Does he need support for an additional support need?
A learner from the Sudan joins an Infant school in Nursery. By the middle of Primary 2 she still
struggles to make eye contact with adults and peers and has not formed any close friendships. She
reacts adversely to changes in routine, and still only uses a few English words in school. Does she
need support for an additional support need?
A learner arrives from China and joins school in the middle of First Year. His spoken English has
become very fluent and by the end of Third Year and he is accessing the curriculum but still does not
understand certain words, concepts or instructions. Does he need support for an additional support
need?
A Primary 7 learner joins school in September, having previously been to school in Lithuania.
Lithuanian is his home language. After a month of being in school he is still not speaking any English.
Does he need support for an additional support need?
Note:
There will be the same proportion of EAL learners with learning difficulties as in the majority
population. There has been growing awareness of the distinction between EAL and other additional
support needs. The correct identification of needs is very important but, as the scenarios above
reveal, this is often not easy to determine. For each, the learner could also have a learning difficulty.
On the other hand, there could also be an explanation relating to their status as additional language
learners.
There are currently no definitive assessment procedures for determining whether a learner’s needs
are solely due to their status as additional language learners. However, there are a number of useful
tools and strategies for assessing and supporting a learner with EAL who may also have other
additional support needs.
Possible explanations for EAL Learners experiencing difficulties







The learner has not had enough time or opportunity to develop English language skills.
Teaching and learning may not have been differentiated appropriately for an EAL learner.
The learner has developed good conversational English, but has not yet had enough time to
acquire all the language needed to fully access the curriculum
The learner is experiencing the emotional effects of racism or other stressful life
experiences. This can particularly be the case for newly arrived or Refugee learners
The culture and ethos of the school is currently not supporting the needs of the learner
The learner has a specific language disorder
The learner has other Additional Support Needs
It is equally important not to assume that a learner with EAL is experiencing difficulties solely because
of their status as additional language learners.
Activity:
Discuss the list below with a partner. Using this information decide in which category of evidence
gathering, described on the slide, each statement would fit. Explain the methods your school uses to
obtain this information. How would you develop this work further in the near future? Report your
findings back to the main group. (There are no absolute correct answers for this activity. It is to be
used as a tool for engagement with the concepts outlined and for discussion.)
Some indicators which could be helpful in identifying whether there is cause for concern:













Progress with English language acquisition is very slow
The learner has an unusually slow work rate compared with peers
There is little response to teacher or peer intervention
The learner shows specific weakness in English language development e.g. poor verbal
comprehension, limited vocabulary and use of expression
learner has poor listening and attention skills
The learner shows specific weakness in English literacy skills. Difficulties in reading and
comprehension and/or produces very limited amounts of unaided writing
There is significant difficulty in progressing through National Curriculum levels
The learner has a very low baseline assessment
The learner has poor ability in their home language
The learner also has difficulty acquiring basic number concepts
learner’s school progress
The learner has difficulty in subjects which are less language dependent. However, it should
be recognised that knowledge of vocabulary is necessary in all subjects.
learner is experiencing emotional and behavioural difficulties.
Adapted from materials - Specialist Advisory Teaching Service, Cumbria
Eth
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Additional Reading:
“I think the most important thing to consider when assessing EAL learners
who may have additional support needs is to gather as much evidence as
possible before coming to any conclusion. A mother tongue assessment will
be just one piece of the jigsaw as will consideration of the
appropriateness of task demands, the length of time the learner has been
learning English, the impact of any outside stresses, etc. I find the
hypothesis approach lends a structure to the various considerations. It
also helps in the gathering of evidence. In my LEA we have adapted the
Hypothesis Framework and are now training SENCOs to use the document to
assess EAL learners. We are hoping this will lead to better provision.
It is also important that an EAL learner is still an EAL learner even when
he/she has special educational needs. IEPs should always contain at least
one language target.
Hope this is of some use.”
From BECTA site for bloggers
Example of Hypothesis Framework Approach:
See Appendix 3
Adapted from BLSS Website, courtesy of Viv Macmillan, EAL Support Teacher The Highland Council.
Also refer to: Evidence of Good Practice for the Support of Bilingual Learners
QI HGIOS 3 5.4 and QI EEPBL 3.5
Assessment as Part of Teaching
(*Link to EAL page on LTS site)
Slide 38:
Planning and Mechanism for Review of Support
The points made on this slide could refer to all types of EAL Support whether for language support or
for other additional support needs.
Conclusion:
Activity:
Are you now able to answer these questions more effectively? What methods would you now
recommend to:
•
•
•
•
•
•
•
•
•
•
Identify home language(s)
Find out about additional language(s) used in daily life and the related purpose(s)
Identify specific cultural and religious background(s) and the related implications for schools
Discover previous educational experience
Explore Level of Proficiency in English and Home Language(s)
Determine personalities, learning styles and other individual differences
Find out about other additional support or pastoral needs
Ascertain level of community and/or home support
Research breadth of exposure to Scottish Culture and English language
Investigate social and economic background
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Discussion: List/brainstorm the purposes for which this information would be required.
Refer also to:
SEALCC Evidence of Good Practice for the Support of Bilingual Learners
QI HGIOS 3 1.1 and QI EEPBL 2.1 (page 3)
Raising Attainment
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Bibliography and Books Recommended for Further Reading
1) English as an Additional Language Meeting the Challenge in the Classroom" - Liz Haslam, Yvonne
Wilkin and Edith Kellet. ISBN 1 84312 186 7
http://www.amazon.co.uk/english-additionallanguage/s?ie=UTF8&keywords=English%20Additional%20Language&rh=i%3Aaps%2Ck%3AEnglish
%20Additional%20Language&page=1
2) Teaching Children English as an Additional Language – Programme 7-12 year olds.
Caroline Scott
http://www.amazon.co.uk/Teaching-Children-English-AdditionalLanguage/dp/0415452317/ref=sr_1_2?ie=UTF8&s=books&qid=1229003472&sr=8-2
3)
Helping Bilingual Pupils Access the Curriculum
http://www.amazon.co.uk/Helping-Bilingual-Pupils-Access-Curriculum/dp/1853468762
Dr. Geri Smyth:
Dr Smyth teaches courses for pre-service and practicing teachers on Support for Bilingual Learners
and on Social justice issues, specifically those related to refugees.
4) Assessing the Needs of Bilingual Pupils
http://www.amazon.co.uk/Assessing-Needs-Bilingual-PupilsLanguages/dp/1853467995/ref=sr_1_1?ie=UTF8&s=books&qid=1228477502&sr=1-1
Deryn Hal
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