Post on 21-Nov-2014
description
EAL DepartmentAT TWICKENHAM ACADEMY
Who are EAL Learners?
Any child who hears / experiences / speaks a non-English language in their family and/or community is considered to be an English as an Additional Language (EAL) learner
Types of EAL learners: New Arrivals (those who arrived in the UK in the last 3 years)
First generation: born in another country and since resettled in the UK
Second or third generation: born in the UK in a migrant or dual-heritage family
Migrant workers: those who moved here for economic (jobs) purposes
Asylum seekers and refugees: those who have fled persecution, famine and other tragic events
Common experiences of EAL students:
I’m not like them and they’re not like me. I
stand out.
I’ve never been to school before.
It’s really exciting.
I’m shy. I’ll just nod my head and copy. That way I
won’t get laughed at or told off.
Can I eat this? Can I do that activity? What will my family say? But will I like
it?
I miss home. Why did I get
sent to this awful place? How can I get away from
it?
I just can’t keep up… it’s really
tiring, but I have to succeed for my
family to survive in this country.
We get to discuss things much
more...
Why do some people seem to avoid talking to me? Why do they speak to me like I’m
dumb?
At my other school I had much more
interesting work. All I do here is sit
quietly and copy.Where and when is my next lesson? Everyone else can
do the work, knows where to
go and what to do next.
Pashto; 4Lingala; 4
Farsi; 7
Albanian; 18
Urdu; 7
Polish; 15
Swedish; 5Portuguese; 5Panjabi; 5
Arabic; 8
Italian; 1
Vietnamese; 4
Somali; 4
Akan; 1
Bulgarian; 3
Russian; 2
Serbian; 2Nepali; 2
Lithuanian; 2Thai; 1
Yoruba; 2Chinese; 2
Bengali; 3Romanian; 2
Hindi; 2French; 2 Spanish; 2 Sinhala; 1 Turkish; 1 Croatian; 1 Swahili; 2
32 Languages
Pashto Lingala Farsi Albanian Urdu Polish Swedish PortuguesePanjabi Arabic Italian Vietnamese Somali Akan Bulgarian RussianSerbian Nepali Lithuanian Thai Yoruba Chinese Bengali RomanianHindi French Spanish Sinhala Turkish Croatian Swahili Gujarati
What do we do for EAL Learners at Twickenham Academy?
Provision for students: Targeted support for EAL students in small intervention groups (up to
EAL Level 3 in KS3 – English / Literacy; underperforming students in KS4 – English, Maths, Science)
1-to-1 EAL teaching to lower EAL levels students as required
In-class support for students across the entire curriculum in close collaboration with subject teachers
Paired Reading (Unitas TextNow) programme for selected Y7-Y8 EAL students
What do we do for EAL Learners at Twickenham Academy?
Monitoring students’ progress – ensuring improvement: EAL Register
EAL Levels grids
Support Logs
Teaching and Learning Logs
EAL Provision Map
Analysing pupil trackers and planning appropriate action
Individual Education Plans for lower level students (usually up to L2)
Re-assessing students’ levels on a half-termly basis
What do we do for EAL Learners at Twickenham Academy?
Advisory role: Promoting Language for All across the entire school:
Training sessions (CPD)
Advising teachers on successful strategies with EAL learners (both at early stages of English language development and advanced learners)
Producing newsletters / advice / strategies documents for the entire school
Door open for any teacher who wishes to receive personal advice on how to better teach their EAL learners
When a new EAL student arrives
Interview with a parent / parents
Initial assessments / collaboration with the Inclusion Team
Tour of the school and explaining any arising issues
Finding a buddy for the initial period
Monitoring the student’s progress (Success Criteria for New Arrivals)
Most useful documents for tutors and teachers
W:\_Legacy\1B - STAFF\EAL INFO
EAL Register
EAL Stages grids
EAL Parental Interview forms (for new- and mid-phase arrivals)
IEPs (for students at levels 2 and lower)
Success Criteria
Scaffolding Resources: W:\_Legacy\1B - STAFF\EAL INFO\Scaffolding Resouces
Cross-curricular Teaching Strategies for New Arrivals
EAL Strategies (1)
Provide class rules in picture form
Encourage the use of bilingual dictionaries in class or provide some (if possible)
Support learning with images (on PowerPoint presentations and worksheets)
Provide sentence starters and writing frames
Use group work and collaborative learning to provide good English role models
Pre-teach vocabulary
Ask open questions
Use concrete rather than abstract starters (e.g. matching words to pictures, grouping words under one category)
Model speaking and listening exchanges (with an adult or another student)
Get your EAL students to listen for key words throughout the lesson
Pre-highlight key words in your reading
Elicit prior knowledge: use KWL grids, brainstorming activities, a picture with a question, “How could this connect to…?”
Recast