WordPress.com€¦ · Web viewSUPPORTING ENGLISH AS AN ADDITIONAL LANGUAGE DEVELOPMENT. For...

SUPPORTING ENGLISH AS AN ADDITIONAL LANGUAGE DEVELOPMENT

For pupils at Step 1 – A Language in Common

DESCRIPTORS

Listening and understanding

Listens attentively for short bursts of time Uses non verbal gestures to respond to greetings and questions Follows simple instructions based on the routines of the classroom Relies on listening skills in home language

Speaking

Echoes words and short phrases drawn from classroom routines and social interactions

Expresses some basic needs, using simple, single words or phrases in English

Speaks in home language

Reading

Participates in reading activities and knows the difference between print and pictures

May read in home language and be able to build on knowledge of literacy in this language

Knows that print, in English, is read from left to right and top to bottom Recognises own name and other familiar words Can identify some letters of the alphabet by shape and sound

Writing

Uses English letters and letter-like forms to convey meaning Copies or writes name and familiar words Can write from left to right May possess some writing skills in home language

TARGETS

For EAL children presently at Step 1 – A Language in Common

For EAL pupils to progress to Step 2 – A Language in Common, the following targets could be used:

Long term aims

To settle into school routine To access the curriculum To acquire conversational English To acquire listening comprehension skills To acquire early literacy skills

Short term targets

To listen attentively for short bursts of time To follow simple class instructions To take the lead from peers and respond to ‘buddies’ To use non-verbal gestures to make himself/herself understood To respond to own name and greetings To echo words and expressions used in class To express basic needs using single words To join in reading activities To recognise names and familiar words To identify letters by sound and name To understand print reads from left to right To write own name To use a given sentence model and complete a sentence

TEACHING SUGGESTIONS


Extensive use of the buddy system when a child is a new arrival often works well. It is quite amazing just how a child can help an EAL child with little English to understand and join in a class activity.

Always use visual support wherever possible – picture, photographs, pictorial dictionaries

The use of pictorial dictionaries is usually an excellent resource as many have accompanying vocabulary activity books

Face the child whenever you are talking to him/her and expect them to watch you carefully

Speak in a clear voice using short sentences Make a point of speaking to the child and continue to speak even

though he may not appear to understand. Re-phrase the sentence using gestures and pictures to ensure understanding

Include the child in all class lessons, including the literacy hour, right from the very first day. These allow him/her to acquire vital listening comprehension and speaking skills

Allow the child to go through the ‘silent period’ as he/she needs time to tune into a new language

Extend his/her speech, by giving the child the correct role model Gradually include him/her in class discussions by direct questioning. A good way forward is to give the information first, followed by a direct question Encourage the child to begin to talk about a task. Role model the

answer first if necessary, and explain the words he/she does not know Provide differentiated written tasks. In the very early stages the

following activities can be incorporated:-LabellingTransferring information from one medium to another (chart)Sorting mixed sentencesCompleting sentencesSequencing activities

Using the child’s first language in order to record work is quite acceptable at first

Reading activities are an excellent way of engaging a bilingual pupil. Good books with excellent illustrations are an endless source for new vocabulary and discussion. Always introduce the book first, talk about the illustrations and check the child understands the vocabulary. Ask questions that necessitate one word answers and finally read the book together.

STRATEGIES

Step 1 – A Language in Common Strategies which have proved effective include:

Allowing time for listening and observing Using gestures, lots of visuals(story props; diagrams; grids) and

repetition Giving access to picture books and dual language texts Allowing yes/no and one word answers Teaching the name of classroom objects/equipment Copying print/handwriting Sequencing pictures Cutting out, pasting and labelling. Start a scrapbook/folder to record

new vocabulary in English – put in pictures and words simple sentences using the word (if pupil is ready)

Naming and labelling objects Sorting and matching words and pictures Taping stories/books for individual/pair work Using language games Collaborative group work e.g. sorting, experiments, games. Creating

opportunities for role play and drama Use appropriate peer groups as models of clear English Plan for specific speaking and listening tasks e.g. surveys; simple

interviews Rehearse language of topics in advance e.g. involve parents Rehearse Literacy Hour texts in advance



DESCRIPTORS


Understands simple conversational English in familiar contexts Listens and responds to the gist of general explanations by the teacher

where language is supported by non-verbal clues, including illustrations Demonstrates understanding of classroom language with teacher

repetition and explanation

Speaking

Joins in predictable refrains/repetitive language Copies talk that has been modelled Generates single word utterances and telegraphic language in the

context of social interactions Pronunciation is generally intelligible May demonstrate common grammatical structures for familiar social

contexts

Reading

Begins to associate sounds with letters in English Begins to predict what texts will be about Can read some words and phrases learned in different curriculum

areas Can follow a text read aloud with support

Writing

Attempts to express meaning Writing is generally intelligible to self and a familiar reader Shows some knowledge of sound and letter patterns in English spelling Shows knowledge of the function of sentence division May be able to write in home language

TARGETS

For EAL pupils presently at Step 2 – A Language in Common

In order for EAL pupils to progress to Level 1 Threshold – A Language in Common, the following targets could be used:

Long term aims

To acquire conversational English To access the curriculum To acquire basic literacy and numeracy skills in English To be able to make himself/herself understood

Short term targets

To follow the gist of a conversation and give correct one word answers To listen attentively during carpet time/class lesson To respond appropriately to class instructions To answer a question every lesson To make good use of visual support, including pictorial dictionaries To sequence a series of pictures and comment appropriately To be able to express basic needs using single words and phrases To respond when talk is modelled To read ten words learnt in one curriculum area To share and follow text when read aloud To build a writing vocabulary of 250 high frequency words To use a bilingual dictionary and maintain own work banks To write a sentence with support every lesson


For EAL pupils at Step 2 – A Language in Common

Ensure the child is placed in good groups according to his/her ability It is important that the focus of any support is spent on developing

listening comprehension and speech. Plan group activities where the child will be an active participator

Continue to use the buddy system and encourage other children to explain to the child tasks/activities

Encourage the child to respond to simple questions using one word answers/phrases

Check the child understands simple class instructions Use strong visual support wherever possible and picture dictionaries Expect the child to observe people carefully when they are speaking. Always carry on speaking, using short sentences when addressing the

child. Always make a point of speaking to the child during the lessons. Give

explanations slowly and clearly. Extend the child’s sentence structure by extending their language.

This technique is often used with young learners acquiring their first language and is very effective

Ensure the child has access to good role models in spoken language as this is an essential element to language learning

Check the child’s comprehension through direct questioning. Bilingual children are good at sitting quietly and often miss essential information

Encourage one word answers. If necessary start the answer allowing the child to fill in odd words.

Praise the child’s efforts Gradually extend the speech to phrases and short sentences and let

them finish Make sure the child is fully included in both the literacy hour and the

numeracy lesson, especially the first part where the emphasis is on listening and speaking

Share text which has good quality visual support. Always read the text to an EAL child at this stage as they do need to hear good role models of English. The vocabulary will need to be explained and the text fully discussed before shared reading

Introduce key words from the main curriculum areas. Encourage the child to keep key word lists

Shared writing activities are ideal for EAL children, especially at this stage

Finishing sentences, sequencing sentences, cloze procedures, finding one word answers and transferring information from one medium to another are all tasks the child can join in

Always encourage the child to talk about the task he/she is about to engage in

Check the child’s written work with the child and re-read any corrections

STRATEGIES

Step 2 – A Language in Common strategies which have proved effective include:

Reinforcing instructions with visual support/examples Repeating and highlighting new vocabulary. Highlight parts of speech

in text Build word banks e.g. on vocabulary areas; word banks on words with

more than one meaning e.g. match – football match - matchstick – use dual language approach

Thesaurus e.g. alternative words for nice; indicate strength on 1 – 10 scale

Using games requiring talk Encouraging pupils to ask questions Using taped stories/book for individual/paired work Matching a word phrase or sentence with picture or diagram Recording information in charts/tables/flow diagrams Writing from a model Sequencing pictures/sentences Varied comprehension activities e.g. true/false/yes/no answers etc Filling in blanks in sentences Redrafting activities with partners Story sacks Building a scrap book Recycle spoken language into written


For pupils at Level 1 Threshold – A Language in Common

DESCRIPTORS


Pupils understand and respond appropriately to simple comments Closed questions or instructions with contextual support Listens attentively to a range of speakers, including teacher

presentations to the whole class Responds appropriately when the teacher is talking in a small group Listens to stories, poems and demonstrates interest

Speaking

Speaks about matters of immediate interest in familiar settings Conveys meaning through talk and gesture and can extend what they

can say with support Speech is sometimes grammatically incomplete at word and phrase

level Has a functional vocabulary for social needs

Reading

Can read a range of familiar words Can identify initial and final sounds in unfamiliar words Can establish meaning when reading aloud phrases or simple

sentences with support Uses contextual clues to gain understanding Responds to events and ideas in poems, stories and non-fiction

Writing

Produces recognisable words in texts, which convey meaning Can generate simple sentences Most commonly used letters are correctly shaped but may be

inconsistent in their size and orientation Demonstrates a growing awareness of spelling patterns of familiar

words

TARGETS

For EAL children presently at Level 1 Threshold – A Language in Common

For EAL pupils to progress to Level 1 Secure NCL1 / A Language in Common, the following targets could be used in an individual language plan

Long term aims

To acquire higher order listening comprehension skills To acquire speech at an academic level To access the National Curriculum To acquire age appropriate literacy skills To work independently in class

Short term targets

To understand conversations with adults and peers To grasp essential information from a class discussion/lesson To understand a class lesson when little visual support is used To understand idiomatic speech with support To recall the key points of a class presentation with accuracy and

growing vocabulary knowledge To be able to review a story/book, stating the main events To be able to summarise a story accurately To plan a story/piece of written work To use reading strategies effectively and apply when reading

unfamiliar words To write sequentially giving a clear account To write short paragraphs


For pupils at Level 1 Threshold – A Language in Common

Visual support is essential in class as this will help comprehension when new subjects are introduced

Use picture dictionaries extensively Place bilingual pupils in good ability groups where they will make

greater progress and have access to good language role models EAL pupils should not be placed in sets/groups according to what they

can produce on paper as this will not be a true reflection of their ability All EAL pupils need the stimulation of a language environment as well

as the opportunity to interact with both adults and children EAL pupils usually develop listening comprehension skills far quicker

than the ability to speak Check that they are constantly interacting with the language and

understand. Check their comprehension through direct questions Ensure the child is fully involved in the literacy hour and interacts

during class discussions Reading: the child will benefit more by hearing someone read to them

and allow them to talk about the book Beware, many bilinguals develop excellent decoding skills but are

unable to understand what they are reading. Purposeful interaction with the text will therefore help any child

Remember vocabulary knowledge is always weak for most bilingual learners. Check the child has access to vocabulary lists, especially when a new subject is introduced.

Encourage the child to speak and accept any inaccuracies. Always give correct role models

STRATEGIES

Level 1 Threshold – A Language in Common strategies which have proven effective include:

Compiling glossaries. Maintaining word/phrase banks (using first language translations if needed);thesaurus; dual language lists; opposites; colloquialisms e.g. storm in a teacup

Build up reference folder of cross curricular styles of writing Sorting and matching sentences, paragraphs and pictures Locating and selecting information in dictionaries/reference books DARTS activities related to information texts Collaborative writing activities Cloze activities Writing from a model; writing frames; support development of complex

sentences through sample texts Sequencing sentences, paragraphs and pictures. Pairing appropriate

verbs + adverbs; nouns + adjectives Varied comprehension activities e.g. true/false/yes/no answers,

multiple choice etc Pre-writing activities, drawing visual summary of settings in narrative

and poems; brainstorming, puppetry, formulating questions Redrafting activities with partners Use of grammar specific practice exercises e.g. active/passive form Developing independent reading analysis skills; practise passages for

HWK Reading comprehension tasks for HWK Using contrast between first and second language writing forms Use of videos/tapes to focus on range of idiomatic English


For pupils at Level 1 Secure – A Language in Common

DESCRIPTORS


Follows what others say in familiar contexts Listens and responds appropriately to a sequence of instructions Responds appropriately to a range of different question types

(including open questions)

Speaking

Speaks about matters of interest to a range of listeners Has a growing repertoire of extended phrases or simple sentences in

the context of a range of curriculum activities Speech shows some grammatical complexity in expressing

relationships between ideas and sequences of events Begins to develop connected utterances

Reading

Can read simple texts Uses knowledge of letters, sounds and words to establish meaning

when reading familiar texts aloud, sometimes with prompting Comments on events or ideas in poems, stories and non-fiction Beginning to guess the meaning of unknown words from context

Writing

Uses phrases and longer statements that convey ideas to the reader Makes some use of full stops and capital letters Begins to apply grammatical rules in familiar contexts eg narratives

with some accuracy Letters are usually clearly formed and correctly orientated

TARGETS

For EAL children presently at Level 1 Secure NC / A Language in Common

For EAL pupils to progress to Level 2 NC / A Language in Common, the following targets could be used:

Long term aims

To acquire understanding and fluency in spoken English at an academic level

To access the NC To be accustomed to using English as the language of instruction To acquire basic English skills usually used by children of his/her age

group rapidly

Short term targets

To listen to a series of instructions and respond appropriately every lesson

To follow class conversations and respond appropriately during the majority of lessons

To listen to and be able to pick out essential information during a class presentation with 90% accuracy

To engage in and maintain an individual conversation with an adult at an academic level e.g. expressing an opinion

To apply a growing vocabulary during all lessons To be able to explain his/her own ideas using good sentence structures To comment about a story content with accuracy To re-tell story content with accuracy and fluency To read with fluency, using correct intonation 90% accuracy To write in sentences using correct grammatical structures To write using more complex sentences using conjunctions Expect the child to be making very rapid progress with reading books.

Once understood, the child can re-read the book at home An excellent way of providing additional support is to introduce the text

to be studied during the literacy hour. This allows the child to grasp what the text is all about and can make a lot of difference to his/her comprehension

Differentiated writing tasks are essential. The child will benefit from word lists, dictionaries and scaffolding support, including role models of text

Most young EAL children may need to be taught the alphabet names and sounds, word blends and digraphs and basic letter shapes and joins. Expect the child to acquire these skills very rapidly and with ease. There should be no reason to dwell on these activities

The use of sequencing cards (e.g. ORT produce a set in the teacher’s handbook) are an ideal way when starting to write short sentences. Model the sentences if necessary


For pupils at Level 1 Secure – A Language in Common

Small group work where each individual child is a contributor is ideal. Usually a bilingual child will join in a group task but be unwilling to join in a whole class discussion

Extend the child’s length of conversation by two/three turns Always check the child’s comprehension through direct questions Ask the child to explain the task they are carrying out At this stage the child is acquiring conversational English. This won’t

be sufficient for the development of literacy skills Expect the child to answer in class using phrases and short sentences

even though these may not be grammatically correct Check the pupil has access to word banks, maintains own word lists

and uses a dictionary Any additional support should focus on the introduction of any new text

the class will be studying. Most bilingual learners are able to function at a high cognitive level despite lacking the necessary skills in English

Set challenging tasks alongside scaffolding writing tasks Expect rapid progress with reading, especially if the child has literacy

skills in their first language. Check the child’s comprehension as bilingual children often understand at a superficial level only, unless. Draw them into a conversation about the text

Shared writing tasks are ideal as these involve all the main language areas, namely, listening comprehension, speaking, reading and writing. It can also be a way of extending and developing their language

Linking any written task to the curriculum will have far better outcomes than giving the child language tasks that are unrelated to any area of the curriculum

Ample ‘scaffolding’ support can greatly enhance the quality of any EAL pupil’s writing

Free writing can be problematic. EAL children would benefit from support in structuring written work. They will struggle if they are not fluent speakers in English. They therefore need to be encouraged to talk about the task before attempting any writing task first

STRATEGIES

Level 1 Secure – A Language in Common Strategies which have proved effective include:

Role play Drama Visual aids Language games and puzzles – (word puzzles) Sequencing pictures and simple sentences Cloze

- syntactic (deletes one structure e.g. pronoun)- graphonic cloze (deletes some words e.g. initial clusters or

ending clusters) Maintain recording of idiomatic English Games involving connectives e.g. and, so Labelling Barrier games Sentence puzzles Check on gaps in cultural understanding Language awareness developed through own reading


For pupils at Level 2 – A Language in Common

DESCRIPTORS


Shows evidence of understanding of the gist of lesson content Understands most conversations when the subject of the conversation

is more concrete (Fully competent in basic interpersonal communication skills)

Understands some conversations when the subject of the conversation is more abstract with figurative and idiomatic expressions (cognitive and academic language proficiency)

Demonstrates understanding of formal and informal language

Speaking

Begins to engage in a dialogue or a conversation within an academic context

Begins to produce lengthy chunks of organised connected speech Demonstrates the ability to modify own language use in context Demonstrates an increasing range if academic and more abstract

vocabulary

Reading

Uses more than one strategy (phonic, graphic, syntactic and contextual) in reading unfamiliar words

Can read and extract information from a variety of texts Beginning to recognise the features of different genres

Writing

Uses a range of grammatical structures when given ‘scaffolding’ support such as writing frameworks and a specific focus on the linguistic requirements of different kinds of writing

Without support, ideas are contained in separate sentences or through simple connectives (e.g. and, but) rather than linked through the use of clauses

Attempts to modify writing as appropriate to the demands of the genre

TARGETS

For EAL children presently at Level 2 NC / A Language in Common

For EAL pupils to progress to Level 3 NC / A Language in Common, the following targets could be used in an individual language plan

Long term aims

To acquire higher order listening comprehension skills To acquire speech at an academic level To access the National Curriculum To acquire age appropriate literacy skills To work independently in class

Short term targets

To understand conversations with adults and peers To grasp essential information from a class discussion/lesson To understand a class lesson when little visual support is used To understand idiomatic speech with support To recall the key points of a class presentation with accuracy and

growing vocabulary knowledge To be able to review a story/book, stating the main events To be able to summarise a story accurately To plan a story/piece of written work To use reading strategies effectively and apply when reading

unfamiliar words To write sequentially giving a clear account To write short paragraphs



Whilst the EAL pupil at this stage is acquiring conversational skills, this should not be confused with English for academic purposes

As the EAL pupil will still need to develop comprehension skills at a much higher level, ensure the pupil has access to more difficult and challenging language experiences

In order to ensure that the child fully understands any text to be studied in the class, it is advisable that this is presented and thoroughly discussed in a support lesson if necessary

Check the pupil’s comprehension frequently by involving him/her in a discussion

Ask subtle questions that necessitates the child to really think about what they have heard or read

Collaborative group work where each member is expected to contribute is an ideal activity for any bilingual learner

The child should be encouraged to contribute in class at an academic level e.g. expressing an opinion about a book, re-telling a story content

The child will benefit from their spoken language being extended and developed. They still need good role models at this stage

Be aware that the EAL child is still acquiring vocabulary knowledge and will need access to dictionaries, including bilingual ones

As some EAL pupils find sentence and grammatical structures puzzling, include linguistic work on verb tenses etc during the literacy hour

Make extensive use of writing frameworks, especially during free writing sessions, as these are always more difficult for EAL pupils

Provide access to good quality text as role models will help all bilingual learners

Re-reading and checking a piece of written work with the child is beneficial. Examples of how language can be developed can be talked through immediately

Caution

It is very easily assumed that once a bilingual pupil has conversational skills, they are ‘fine’. Whilst it takes up to two years for an EAL child to acquire conversational skills, it takes five to seven years to acquire the full range of speech and literacy skills in order to reach the level needed to record work with accuracy. It is specific targeted support at this advanced level that can make a difference to an EAL child in helping them to acquire higher order literacy skills. The skills at an academic level will enable them to evaluate, predict, justify, hypothesize and argue a case. All bilingual learners respond well to being cognitively challenged, but their written work very often will need to be differentiated.

STRATEGIES

Level 2 – A Language in Common Strategies which have proved effective include:

Saturation in the genre Investigative activities around the genre Role play Semantic cloze – deletes content words Substitution table Sequencing activities Story outlines Writing frames Dual language texts Dual language tapes Cloze: oral & aural – cloze – written version contains deletions to be

used with oral version (tape/reading out loud) Word games – synonym and antonyms, puppetry, videos, barrier

games



DESCRIPTORS


Understands most conversations when the subject is more abstract with figurative and idiomatic expressions

Participates as active speaker and listener in group tasks Understands more complex academic discourse and specialist

interactions as appropriate to age (cognitive and academic language proficiency)

Demonstrates understanding of formal and formal and informal language

Speaking

Uses language appropriately across the curriculum for different academic purposes (e.g. explaining); some minor errors may still be evident

Shows control of functional use of language at discourse level. Becoming more competent at academic clause construction Makes appropriate choice of vocabulary for different context and

purposes (including some idioms)

Reading

Demonstrates understanding of some culturally embedded references and idioms

Reads a range of complex texts Reads beyond the literal using higher order skills such as inference,

deduction and hypothesis Evaluates and analyses the content of texts

Writing

Produces appropriately structured and generally accurate work in a variety of familiar contexts without support

Recognises and applies organisational features of new genre with support

Recognises and applies linguistic features of new genre with support

TARGETS

For EAL children presently at Level 3 NC / A Language in Common

For EAL pupils to progress to Levels 4-8 NC / A Language in Common, the following targets could be used:

Long term aims

To access the National Curriculum in full To have good comprehension skills at an inferential level To be a fluent speaker in English at an academic level To be an independent learner

Short term targets

To fully understand class presentations at normal speed To be an active listener and ask for clarification when necessary To understand speech and text at an inferential level To make use of word lists, dictionaries, independently To speak using complex sentence structures using conjunctions,

adverbs, adjectives To read for information gathering To read age appropriate text with

understanding To re-draft a piece of work To be a confident participating class member To check/proof read own work To use higher order reading skills of inference, deduction and

hypothesis To work on a range of complex texts, with support To produce an appropriately structured piece of writing To produce a piece of writing that is grammatically accurate joins. Expect the child to acquire these skills very rapidly and with

ease. There should be no reason to dwell on these activities The use of sequencing cards (e.g. ORT produce a set in the teacher’s

handbook) are an ideal way when starting to write short sentences. Model the sentences if necessary



When a bilingual child is at this stage, they should be placed in appropriate groups where they will be presented with challenging work

Step 6 on the EAL scale indicates the child will be working towards a L4 National Curriculum level

Having English as an Additional Language is no excuse for poor language acquisition. Many EAL pupils arrive with excellent literacy skills in their first language and transfer these into a second language.

An EAL pupil may need some additional support at this stage to overcome grammatical errors. Verb tenses can be a continual problem for some children, especially Cantonese speakers,

STRATEGIES

Level 3 – A Language in Common strategies which have proved effective include:

Saturation in the genre Investigative activities around the genre Role play Substitution table Sequencing activities Story outlines Writing frames Dual language texts Dual language tapes Word games – synonym and antonyms, puppetry, videos, barrier

games Enquiry and eliminating activities Text matching activity Drama Cloze – semantic cloze

syntactic cloze

WordPress.com€¦ · Web viewSUPPORTING ENGLISH AS AN ADDITIONAL LANGUAGE DEVELOPMENT. For...

Documents

Transcript of WordPress.com€¦ · Web viewSUPPORTING ENGLISH AS AN ADDITIONAL LANGUAGE DEVELOPMENT. For...