Transcript EAL -classroom support

Please use
pictures so that I
can understand.
Look at me
when you
speak.
Continue
speaking even
when I don't give
you an answer.
Please don’t
speak loudly:
that won’t help
me.
EK/MF EAL/BBC 11-01
Just let me get used
to some English
before you expect me
to speak.
Speak slowly and clearly.
Give me a little time to
work out what you are
saying.
I have a lot of
knowledge in
another language
but it could be
Russian or Urdu.
EAL
English as an Additional
Language
Learning English
Learning about English
Learning through English
WHAT IS EAL?
It is about learning and facilitating learning for
pupils whose first language is not English.
 It involves a whole school, inclusive approach to
both the pastoral and academic needs of the
pupils.
 It is about teaching and learning English through
the whole curriculum
Pupils need to be:
 taught how English works
 shown how it is used to express different ideas
in different curriculum areas.
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EAL students at THW
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Approximately 300 students in Y7-11 do not have English as their
first language. Many of whom may appear to be proficient in their
use of everyday English but have gaps in their academic language.
In some cases this may become greater as they progress through
the key stages
About 30 different languages are spoken at THW
The largest numbers are the Urdu speakers (about 80 students)
They may be bilingual/trilingual/and also G&T/SLD/LAC
Many of them also have other cultural commitments such as
attending evening prayers or weekend language/cultural classes.
They may also experience feelings of isolation, lack of friends,
accommodation difficulties, family visits abroad, racism and in some
cases trauma.
WHAT PUPILS SAY
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I’m worried about my English because everyone speaks so
quickly.
I have trouble catching actual sounds.
I need to hear things more than once to understand.
I don’t understand every word.
I find it difficult to keep up and cannot think ahead.
I get tired and lose concentration when I listen for a long
time.
I don’t always understand exam vocabulary.
I’m not sure if I have understood the question.
I can’t enjoy the lesson when I don’t understand it.
I need extra time to revise/prepare.
I feel stupid when students laugh at the way I speak.
SPEAKING & LISTENING
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Most EAL students tend to come from a language
background which either has a system of stressing some
syllables in words and not others as much or gives equal
weighting to each syllable in words
Difficulties in communication are often because of
differences in stress and rhythm and words running into
each other
Black and white – und
Bangers and mash – um
Lock and key – un
Fish and chips – n
English spelling patterns also cause confusion and need to
be emphasised, reinforced and explained. For example:
How could the word ghoti be interpreted as fish?
gh = f as in cough o = I as in women ti =sh as in nation
HOW CAN WE MEET THE NEEDS OF EAL PUPILS
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An understanding of the pupils background.
Promoting self image/confidence.
Including pupils and making them feel welcome.
Challenging negative attitudes.
Allowing time for integration and progress.
Consultation with support staff.
Regular review of progress.
Asking questions
Communication
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Use visual clues
Emphasise key words
Break down speech into simple sequences
Model the correct use of language
Repeat and rephrase
Avoid pronouns eg. Put the book away, not put
it away
Avoid the passive form eg. You must wear your
blazer, not blazers must be worn
Avoid colloquialisms eg. Find the word in your
dictionary,not look it up
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CLASSROOM STRATEGIES
Seat them where they can see and hear clearly
If possible seat them with an able student
Allow them to listen to group discussions
Provide them with labelled diagrams so they can
concentrate on listening
Speak clearly / write important vocabulary on the
board frequently
Provide key word list / mat
Highlight key word /use an overlay/ plastic wallet.
Break down words and explain meaning – prefix /
suffix
Emphasise silent letters and spelling patterns
CLASSROOM STRATEGIES
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Use writing frames and starter sentences.
For gap fill activities provide the vocabulary and the first
letter of the word.
Provide diagrams or pictures to set the scene or to
follow sequences/draw pictures as the lesson progresses
/ take photos of sequences
Use card sorting activities to show frameworks.
Construct diagrams step by step.
Allow use of laptops for presentation of work and for
translation.
Model language structures with correct verb form eg.
Tell me how you made that not how did you make that
What else can we do to support EAL pupils?
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Provide the EA with syllabus and worksheets in advance
to prepare for lessons.
Provide them with key vocabulary before the lesson or
highlight the words on the worksheet.
Allow time for them to translate most important
vocabulary. Encourage them to use their dictionary and
write or annotate in their own language.
Help them to set up a bilingual glossary in their books or
in a smaller notebook.
Encourage them to use drawings for key words maybe in
a separate rough book.
Set alternative homework to prepare for the next lesson
(dictionary work)
What sort of language objectives can we set?
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Learn and use vocabulary related to……
Pronounce verb endings correctly……
Learn the meaning of group words(nouns,verbs etc…)
Use question words - who, what, where ……
Use the articles a/an correctly.
Use prepositions of time and place correctly.
Use the past tense to narrate……
Use sequencing words - first, then, after, finally….
Use could, would, should in prediction/evaluation
Learn comparative vocabulary -larger, smaller…
Identify nouns/verbs/adjectives…..
Use linking words – so, therefore, because….
Use expressions of time appropriately…
Read/ask questions using stress and intonation
HOMEWORK
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Provide a simplified sheet which helps them
prepare for the next lesson.
Give a few words to translate and learn
meanings and spellings.
Set research for homework or for their time in
the PLC with recommended websites
Give related newspaper or magazine articles to
take home.
Set reading and translation work in preparation
for the following lesson.
TO SUPPORT WRITING
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Collect regular writing samples and look for
common language errors.
Concentrate on one skill at a time
Correct grammar and spelling and give other
examples of correct forms.
Write comments in their exercise books to
communicate with support staff.
Give samples of work to support staff for analysis.
Provide examples of student’s work / exam
questions and model answers
Common errors in writing
Limited vocabulary / repetition of words
Incorrect use of verbs eg. do / be
Subject / verb agreement
Incorrect use of tenses
Misuse of words eg. by / buy / bye
Missing or misuse of articles eg. of / to /an / is
Misunderstanding of prepositions
Limited use of connectives
Word order eg. Nice old brown leather walking
shoes
• Use of appropriate language eg. may I ,could
you, would it
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Reviewing the lesson
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Did you understand what the lesson was about ?
Did you understand the teacher ?
What was difficult: content / vocabulary /
understanding?
What was enjoyable: group work / practical /
discussion?
How did you feel when you worked on your
own?
How did you feel when you worked in a group?
Did you understand the worksheets / board
notes?
What could the teacher have done to help you?
Please don't
expect me to
understand
straight away.
Give me time to tune
into a new language of
instruction.
Please don't treat
me as if I have
special needs.
I'm very bright really.
Please face me when you
are speaking and let me
watch you.
EK/MF EAL/BBC 11-01
Please
speak in
sentences.
Expect me
to make
rapid
progress.
Don't force me
to speak:
I'll speak when
I'm ready.