Cultural + Linguistic Diversity in Practice

Carol Hrynyk

Abraham Moss High School, Manchester

Cultural + Linguistic Diversity in Practice

Aims:

•To provide a snapshot of pupil diversity at Abraham Moss High School in Manchester

•To highlight some of the issues that this creates•To look at some practical strategies for addressing these issues

Pupil Diversity at

Abraham Moss High School

Social Deprivation

Cheetham Hill is an area of significant social disadvantage.

The Cheetham ward is in the top 10% for poverty.

45% of pupils at Abraham Moss have free school meals. National average?

January 2010 FSM = 15.4%

Pupil Mobility

•Cheetham Hill has been an arrival point for families moving into the city for 200 years.

•Pupil mobility in school is high: 25%

•Around 60 pupils join the school from outside the UK every year.

Cultural Diversity

•≈ 90% of pupils are from an ethnic minority background.

•Pupils or their families have come from around 60 different countries.

•51% of pupils are Pakistani heritage.•≈ 10% of pupils are White British or White Irish.

•We have ≈ 1200 pupils.

UK? Manchester? <10%

<25%

Linguistic Diversity

•There are more than 50 different languages spoken in the school.

•≈ 75% of pupils have English as an additional language – EAL.

•≈ 40% of pupils are not fluent users of academic or standard English.

•90+ EAL beginners.

Understanding the Needs of Pupils with

EAL

A Typical Pupil with EAL… ?Pupils with EAL are all different. These 3 pupils are in Y10:

Ahmed is Libyan. His parents are university students. He is well-educated and literate in Arabic but new to English. He’s returning to Libya in a few years.Sara is an asylum seeker from rural Afghanistan. She has had interrupted schooling and is not literate. She is very quiet, sits alone and sometimes refuses to work. Farhaan was born in Manchester. He speaks English with friends and Punjabi at home. His written and spoken English is colloquial and lacks technical accuracy.

As a teacher, you havea responsibility…

The Secondary Curriculum

The Inclusion Statement:

“Planning an inclusive curriculum means… shaping the curriculum to match the needs and interests of the full range of learners.”

“Pupils will also bring to school a range of cultural perspectives and experiences, which can be reflected in the curriculum...”

The Secondary Curriculum“An inclusive curriculum is one

where:•different groups of pupils are all able to see the relevance of the curriculum...

•all pupils… have sufficient opportunities to succeed…

…a useful starting point to planning for inclusion could be… the data available on pupils from various groups.”

At Abraham Moss this means……providing an inclusive curriculum for:

Do you know what it means for your school?

•in-year admissions, including Y11 and EAL beginners•asylum-seeking + refugee pupils•later-stage EAL learners•pupils from different cultures•and many others… (eg: more boys than girls, pupils with physical disabilities or SEN…)

It is best to place EAL beginners in low ability sets when they first arrive because they need time to concentrate on learning English.

 

EAL beginners make faster progress in school if they practise speaking English at home as much as possible.

 

EAL learners who are literate in their first language usually find it easier to acquire good literacy skills in other languages.

FALSE

FALSE

TRUE

True or False?

A Very Quick Look at EAL Theory:

The Cummins Framework

High Cognitive Demand

Low Cognitive Demand

Context Embedded

Context Reduced

The Parrot

Colouring, copying, repeating…

The Jigsaw Puzzler

Matching, transferring, sequencing…

The Manipulator

Comparing, solving, planning…

The Academic

Analysing, interpreting, evaluating…

Link to Cummins

X

Inclusive Strategies

For Pupils with EAL

What is this lesson about?

Inclusive Strategies: Visual or Bilingual Resources

isosceles

VISUALVISUAL or BILINGUALBILINGUAL resources and displays

Re-enacting

Model making

Inclusive Strategies: Practical Activities

A key visual represents conceptual relationships between objects, events or situations.

Inclusive Strategies: Key Visuals/Graphic Organisers

Link to Key Visuals Info

Stručný popis oběhu vodyOběh vody sice nemá počátek, ale oceány jsou příhodné místo, kde lze začít s jeho popisem. Slunce, které je strůjcem oběhu vody, ohřívá vodu v oceánech, a ta se vypařuje ve formě vodní páry do vzduchu. Stoupající vzdušné proudy unášejí vodní páru výše do atmosféry, kde nižší teplota poté způsobí kondenzaci vodní páry a její přeměnu do formy oblaků. Vzdušné proudy dále ženou oblaka nad zemí, a částice vody tvořící oblaky se srážejí, rostou a poté vypadávají z oblohy jako srážky. Některé srážky padají jako sníh a mohou se hromadit jako ledové čepice a příkrovy či ledovce. V teplejším klimatu sníh s příchodem jara většinou taje a voda vytváří celoplošný odtok z tajícího sněhu. Většina srážek padá zpět do oceánů nebo na pevninu, odkud díky zemské tíži jako povrchová voda odtéká.Část odteklé vody napájí řeky, které poté odvádějí vodu do oceánů.

Inclusive Strategies: Key Visuals

Physical changes True or false? Discuss with your partner.

A solute is like coffee granules when you put them into hot water.

A solvent is used to dissolve a solute. (Try and think of an example!)

Insoluble means the substance will dissolve; soluble means the substance will not dissolve.

When you put salt into water, it vanishes (disappears).

Inclusive Strategies: Collaborative Learning

www.collaborativelearning.org

Learning through problem-solving + purposeful talk

Inclusive Strategies: Working with Text

DARTSDirected Activities Related to Texts

Link to DARTS info

Gap-filling (Cloze)

Cut-up text (Sequencing)

What next? (Prediction)

Tops+Tails (Making sentences)

They be used in any subject area

Darts can make texts easier to readPupils can work at different levels on the same text.

Our experiment was to find out_________________________________.

We discovered that ______________________ ____________________.

Useful words/ structures:

whether / if / that (we wanted to find out whether / if..., we showed that... )

metal / non-metal / magnets / iron filings / attraction / pin / paper clip

Inclusive Strategies: Working with Text

Practical Experience

Teaching Practice / CPD + EAL

Experiment with practical EAL strategies:

•Support a pupil in another teacher’s lessons. Identify the barriers to learning for that pupil. Experiment with strategies to overcome those barriers.

•Plan + teach a lesson that includes an explicit language focus. (Partnerships?)•Produce resources or display materials to support or involve a specific group of pupils in your subject area.

Recommended research into EAL learning:

Jim Cummins BICS + CALPSCummins Framework

Pauline GibbonsMode Continuum

Both are widely used by EAL professionals + their theories underpin most good EAL practice.

Email contact:c.hrynyk@abrahammoss.manchester.sch.ukcarolhrynyk@hotmail.com