Welcoming New Arrivals and Raising the Attainment of EAL/BME Pupils
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Welcoming New Arrivals and Raising the
Attainment of EAL/BME Pupils
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ObjectivesTo develop understanding of the diverse needs of ethnic minority pupils
To develop understanding and skills in supporting children learning English as an additional language (EAL) and Minority Ethnic Background (MEB) pupils
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New arrivals may:Have had full schooling in another country, interrupted schooling or no previous schooling
Be literate in one or more languages
Be used to a different education system with different pedagogy
Come from a range of cultural, religious, linguistic and socio-economic backgrounds
Be experiencing cultural disorientation, loss, grief or isolation
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What you need to know to support EAL pupilsCountry of originFirst languageOther language(s) spoken in family
Immigration statusNumber of years in the UKReligionHealth, diet etcEducation historyEthnicity ??
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Barriers To Learning For EAL Students
Child or Young
Person
family
school/
educational
setting
wider world
community
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Barriers to learning for EAL/MEB students
FAMILY ‘LOSS’ OF A FAMILY MEMBER LACK OF EXTENDED FAMILY CULTURAL EXPECTATIONS OF GIRLS AND BOYS ASPIRATIONS OF DIFFERENT ETHNIC GROUPS MIXED DISCIPLINARY APPROACHES LACK OF FATHER OR AUTHORITY FIGURE
SCHOOL OREDUCATIONAL
SETTING
LACK OF MOTIVATION LOW SELF-ESTEEM LACK OF BI-LINGUAL RESOURCES PRIOR EDUCATION (ZERO – HERO!)
WIDER WORLD LACK OF POSITIVE ROLE MODELS RACISM / ISLAMAPHOBIA EXPERIENCE OF TRAUMATIC EVENTS NEGATIVE ATTITUDES TOWARDS MIGRANT WORKERS MEDIA CONSTRUCTED IMAGE OF COUNTRIES LENGTHY AND ONGOING ASYLUM CLAIMS
COMMUNITY LIMITED ACCESS TO ACTIVITIES AND FACILITIES CULTURE OR ‘IDENTITY’ CRISIS POOR HOUSING ANXIETY AROUND AUTHORITY FIGURES
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Overcoming barriers for new arrivals
Translation of key materials and forms
Use of interpreters and bilingual staff
Establish pastoral support systems within school
Ensure the child’s linguistic and cultural background is reflected within the school environment
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Creating a welcoming environmentMultilingual signs around the schoolDisplays with positive images of people,
places or things from the child’s home country reflecting their culture
Classroom displays written in the scripts of the languages spoken by children in the class
Dual language books, tapes, CDs in the child’s language
Stories, poems and drama from the child’s culture used in literacy lessons
Children using their home language for learning within the classroom
Whole class and staff using multilingual greetings
language of the month
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Key points New arrivals are not a homogenous
group – children come from a range of social experiences and backgrounds and will therefore have diverse needs
One of the first steps in welcoming new arrivals is to help them feel safe and secure in their new environment
Schools should always try to provide first language support through other children or adults where possible
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Key points An important part of children
feeling safe and secure is seeing their language and culture reflected in their surroundings
All children and staff play a key role in welcoming new arrivals
The more (true) information you have about a student, the better their school experience will be and the easier it is to teach and learn
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EAL and/or SEN?How can you tell?Next steps….
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IndicatorsHow long the child has been in the countryWhich language they use at home and how
well they are progressing in this languageProgress in literacy especially but in all
areas of the curriculumHow they present (social, emotional,
behavioural factors)Which areas they have difficulties inHow they are at home (parental concerns?)
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Next StepsSpeak to parents (may need translation)Discussion with SENCoAssessment/observation (may involve
translation)Intervention External advice and support Monitoring
* Beware social stigmas that exist regarding SEN in some cultures/countries
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February 2013 Angela de Britos
Teaching & Learning: Raising the Attainment of
EAL/MEB Pupils
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Part 1 - Teaching & Learning
Aims: To understand the principles of
effective teaching and learning practice for EAL/MEB pupils
To explore a range of learning and teaching approaches that support curriculum access and English language development
To understand how effective assessment will support progression and inform teaching
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1. Which two describe ‘diversity’ most accurately?a) treating people as individuals, fairly and with respect & dignityb) meeting targets and ticking boxesc) being inclusive and offering everyone the same opportunitiesd) offering vegetarian options in the school canteen2. Who was Britain’s first Black mayor?a) Paul Bogle (1865)b) John Archer (1913)c) Lord Pitt (1975)d) James Taylor (1997)3. How many languages are spoken in Plymouth schools?a) 3b) 15c) 40d) 50+
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Some terminology……EAL – English as an Additional Language
BME – Black & Minority EthnicBAME – Black, Asian & Minority EthnicMEB – Minority Ethnic BackgroundASR – Asylum Seeker/Refugee
http://www.ecu.ac.uk/your-questions/should-i-use-bme-bame-or-neither
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The national contextMEB pupils make up 24.5% of all primary school pupils and 20.6% of all secondary school pupils
EAL pupils make up 15.2% of all primary pupils and 11.1% of all secondary pupils
Metropolitan areas main concentration of MEB/EAL pupils
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Profile in Plymouth schools7% of school populationApproximately 1350 EALApproximately 50 languages including English
Majority languages: Polish, Arabic, Portuguese
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‘Every teacher an EAL teacher’
Aim – to develop sustainable capacity in order to meet the needs of MEB and EAL pupils, ensuring that every child has the opportunity to achieve
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Initial AssessmentAssessment should be carried out by
the child’s teacherChildren should be assessed within
the first few days in schoolAllow time for sensitive, individual
initial assessment in reading, writing, speaking, listening and mathematics
Assess new arrivals regularly in the early stages
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Assessing new arrivalsAvoid undue stressUse a range of methodsInformal assessmentObservationPrevious school recordsDiscussion with children & parents/carers
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Teaching & LearningIn order to plan and provide for students who are learning EAL (and assess their progress), we firstly need to unpick language learning.....
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Can You Order the Stages of
Language Acquisition?
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1. Listening and absorbing2. Responding to instructions3. Imitating and copying modelled
language4. Trying one or two word phrases5. Speech grammatically incomplete6. Extending sentences with support7. Coping with a range of listeners 8. Showing grammatical complexity 9. Extending range of ideas and
meaning10.Engaging in social and academic
dialogue11.Speaking clearly and using growing
vocabulary12.Competent and independent13.Using language appropriately across
the curriculum and in a variety of social contexts
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Strategies to support children new to English (1)Use visuals, actions and real objects
to support meaningUse active tasksUse practical tasks with opportunities
from speaking and listeningVary the activities within a lessonIdentify key vocabulary and teach it
explicitlyAnticipate language demands that
might create difficultiesProvide models of the language the
child will be expected to use
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Strategies to support children new to English (2)Plan speaking and listening activities
Use a bilingual dictionary, where appropriate
Use home language where possibleUse assessment for learning processes
Ensure success by creating a manageable task
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Access to the curriculum: making contexts supportive for children learning EAL
Building on previous experience
Scaffolding language and learning
Activating prior
knowledge
Using bilingual
strategies
Creating shared
experiences
Ensuring contexts are culturally familiar
Modelling
Frames and prompts
Planned opportunities for speaking and listening
Paired talk
Exploratory talk
Communicative activities such as barrier games and experiential learning
Extended talk between adults and children
Collaborative activities
Graphic organisers and other visuals
Use of ICT
The print environment
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Promoting access to the curriculumA Year 3 teacher discusses strategies she uses to support EAL pupils.
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How long does it take?1 – 2 years for BICS (basic interpersonal communication skills)
5-7 years for CALPS (cognitive academic language proficiency)
Ref: Jim Cummins (1984) Clevedon:
Multilingual Matters
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Different forms of bilingualism1.Sequential Bilingualism - is when a child begins the process of second language (L2) acquisition after the first language (L1) is established
2.Simultaneous Bilingualism - is when a child grows up learning two languages (L1 & L2) - or more! - at the same time
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Specific issues for EAL learners
Getting to grips with English as well as with the Curriculum
Vocabulary developmentDeveloping cognitive and academic languageDistinguishing meanings, e.g. everyday
meanings from different curriculum areas – ‘table’ ‘point’
Developing knowledge of culturally-based language idioms, e.g. a bit under the weather; or metaphors e.g. raining cats and dogs
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When learning new words, EAL pupils need to… See themSee themHear themHear themUse them in sentencesUse them in sentencesRehearse themRehearse themRead themRead themWrite themWrite themRevise themRevise themUse them in different contextsUse them in different contexts
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Support strategies - word level
Use labeled diagrams to highlight key vocabulary
Use picture dictionariesProduce bilingual word listsProvide lists of key words to look up in a
bilingual dictionaryHighlight key words in the text for pupil to
look up in bilingual dictionarySend key word lists home prior to lessons for
parents to translate and explainPre-teach key words prior to lessons using
games e.g. use flashcards to play pairs game, make picture bingo cards
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Support strategies - sentence levelHighlight key part of sentence structure
Provide model sentences for pupils to refer to
Provide gap fill sentences for pupils to complete with key vocabulary
Practice sentences orally before writing
Scaffold writing using writing frames
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Support strategies - text levelHighlight key areas of text or cut the text
to leave key informationUse writing frames to support the
organisation of textProvide a model piece of writing to
illustrate what is required and model writing regularly when working with pupils
Allow pupil to write in their first language and translate what they have written either orally or in writing
Allow pupil to complete the task orally while somebody else writes down their ideas
Provide jumbled sentences that need to be sorted to produce a complete text
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Language demandsThe main purpose for which the child needs to use language in the lesson
What the child has to do – comparing, justifying, explaining, etc.
What the child needs to say – phrases, grammatical structures, etc.
Vocabulary
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Teaching sequence to support EAL learners
1. Identify language needed2. Plan how to model language3. Plan opportunities for
language use by children new to English
4. Assess children’s use of targeted language
5. Identify next steps
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A Language in Common (QCA 2000)Extended scale for children new to EnglishRelates to National Curriculum levels
already being usedEnables schools to systematically track
progressMust be used when making applications
for special considerations for end of KS2 SATs.
Assessment based upon a broad range of evidence
Use step and level descriptors to make ‘best fit’ assessment judgements
Use ALIC exemplification to confirm assessment levels
ALinC
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Key points Quality-first teaching in an inclusive
curriculum provides the best support for EAL/MEB pupils
Children learn English best in the mainstream classroom
EAL learners should be given opportunities to use their first language for learning
The language learning context can be made more supportive for children new to English through the use of a range of scaffolding strategies
Planning needs to identify language demands, support and opportunities
Children who are new to English need to be provided with achievable tasks that provide appropriate age-related cognitive demands
Planning and teaching of EAL learners should be based on evidence gathered through a variety of assessment approaches
Supporting Pupils Booklet
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Useful Reading Haslam, L., Wilkin, Y. and Kellet, E. (2005) English as
an additional language : meeting the challenge in the classroom
Graf, M. (2011) Including and supporting learners of English as an additional language
Scott, C. (2009) Teaching children English as an additional language : a programme for 7-11 year olds
Crosse, K. (2007) Introducing English as an additional language to young children : a practical handbook
Washbourne, A. (2011) The EAL PocketbookPim, C. (2012) 100 Ideas for Supporting Learners with
EAL
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Useful Reading 1. New Arrivals Excellence Programme Ref:
00426-20072. Aiming High – Understanding the
educational needs of minority ethnic pupils in mainly white schools. Ref: DfES/0416/2004
3. Aiming High – raising the achievement of African-Caribbean pupils Ref:DfES/0694/2003
4. Supporting pupils learning English as an additional language. Ref:DfES0239/2002
5. A Language in Common – QCA Ref: QCA/00/584
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Teaching strategies and learning opportunities
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Promoting access to the curriculumA Year 3 teacher discusses strategies she uses to support EAL pupils.