learning in 2+ languages ensuring effective inclusion for bilingual learners training materials
TRANSCRIPT
LEARNING IN 2+ LEARNING IN 2+ LANGUAGESLANGUAGES
Ensuring Effective Inclusion for Ensuring Effective Inclusion for Bilingual LearnersBilingual Learners
Training MaterialsTraining Materials
The Education of The Education of Bilingual Learners in Bilingual Learners in the Current Scottish the Current Scottish
ContextContext
LegislationLegislation
The needs of Bilingual Learners are embedded The needs of Bilingual Learners are embedded in Scottish Educational Legislationin Scottish Educational Legislation
– The Education (Additional Support for Learning ) The Education (Additional Support for Learning ) (Scotland) Act 2004(Scotland) Act 2004
– The Standards in Scotland’s Schools etc Act 2000The Standards in Scotland’s Schools etc Act 2000– The Children (Scotland) Act 1995The Children (Scotland) Act 1995– The Race Relations (Amendment) Act 2000The Race Relations (Amendment) Act 2000– National Priorities and Ambitious Excellent SchoolsNational Priorities and Ambitious Excellent Schools
Introduction to Introduction to BilingualismBilingualism
Learners with English as an AdditionalLanguage (EAL) come from all types of social, educational,
linguistic, emotional and cultural backgrounds.
Definition of BilingualismDefinition of Bilingualism
Bilingual LearnersBilingual Learners
are learners who are learners who function in more than function in more than one language in their one language in their daily livesdaily lives
MythsMyths
The brain has a limited The brain has a limited capacity for languagecapacity for language
First language is a barrier to First language is a barrier to second languagesecond language
Second language Second language acquisition can only be acquisition can only be successful at the expense of successful at the expense of the firstthe first
Current ResearchCurrent Research
The brain has unlimited The brain has unlimited capacity for learningcapacity for learning
The more you learn, the The more you learn, the more you can learnmore you can learn
Dual Iceberg TheoryDual Iceberg Theory
Language 1Language 1 Language 2Language 2
Benefits of Benefits of BilingualismBilingualism
Greater knowledge of Greater knowledge of how language workshow language works
Enhanced problem-Enhanced problem-solving abilitiessolving abilities
Heightened creative Heightened creative potentialpotential
Greater appreciation of Greater appreciation of language uselanguage use
Aids development of decoding Aids development of decoding and other literacy skillsand other literacy skills
Helps with additional Helps with additional language learninglanguage learning
Useful for Maths and ICTUseful for Maths and ICT
Helps with writing and critical Helps with writing and critical understandingunderstanding
Aids recognition of context Aids recognition of context and audienceand audience
One wheel can get you places.
So can a big wheel and a little wheel.
However, when your wheels are nicely balanced and fully inflated you’ll go
safer,further and faster.adapted from Cummins,J 1981
Meeting the Needs of Meeting the Needs of Bilingual LearnersBilingual Learners
Good practice for Good practice for bilingual learners is good bilingual learners is good practice for all learnerspractice for all learners
Bilingual learners bring Bilingual learners bring diversity to monolingual diversity to monolingual learnerslearners
There are cognitive There are cognitive benefits for monolingual benefits for monolingual learners who work with learners who work with bilingual learnersbilingual learners
Language ProficiencyLanguage Proficiency
Social PurposesSocial Purposes Academic PurposesAcademic Purposes
The Multilingual SchoolThe Multilingual School
New Arrivals and New Arrivals and Beginners in EnglishBeginners in English
Welcoming, Accessible Welcoming, Accessible and Structured Approach at and Structured Approach at EnrolmentEnrolment
Effective and Accurate Effective and Accurate Information GatheringInformation Gathering
Referral to the EAL Referral to the EAL ServiceService
Appropriate, Supportive Appropriate, Supportive and Challenging and Challenging Educational Programme, Educational Programme, within the Mainstream within the Mainstream CurriculumCurriculum
Strategies for Supporting Strategies for Supporting Beginners in EnglishBeginners in English
GeneralGeneral
Speaking and Speaking and ListeningListening
ReadingReading
WritingWriting
VocabularyVocabulary
Strategies for Supporting Strategies for Supporting Beginners in EnglishBeginners in English
Present exercises using English Present exercises using English and Dual Language Dictionariesand Dual Language Dictionaries
Develop glossaries of vocabulary Develop glossaries of vocabulary related to subject related to subject
Highlight key words to list in Highlight key words to list in alphabetical orderalphabetical order
Emphasise five key points of lessonEmphasise five key points of lesson
Provide sentences, based on topic, Provide sentences, based on topic, to orderto order
Compose sentence halves to be Compose sentence halves to be matchedmatched
Create gaps in sentences to be Create gaps in sentences to be filledfilled
Form True/False statementsForm True/False statements
Supporting the Supporting the Development of English Development of English
as an Additional as an Additional Language in the Language in the
ClassroomClassroom
Planning and Managing Planning and Managing Appropriate EAL SupportAppropriate EAL Support
Class and Group Class and Group AllocationAllocation
Planning for EAL Planning for EAL LearnersLearners
Functions and Role Functions and Role of the EAL Serviceof the EAL Service
Class and Group Class and Group AllocationAllocation
Place in appropriate Place in appropriate group for agegroup for age
Take account of Take account of previous educational previous educational backgroundbackground
Involve in Involve in mainstream activities mainstream activities from the startfrom the start
Mix with articulate Mix with articulate speakers of Englishspeakers of English
Consult EAL StaffConsult EAL Staff
Implications for Implications for TeachersTeachers
Careful groupingCareful grouping
Level and type of supportLevel and type of support
Underperformance in Underperformance in Written Tasks and Formal Written Tasks and Formal AssessmentAssessment
Discrepancies in expected Discrepancies in expected progressprogress
Take account of learner potential Take account of learner potential and advantages of and advantages of collaborative learningcollaborative learning
Respond to findings from careful Respond to findings from careful monitoringmonitoring
Take account of social fluency and Take account of social fluency and ability with academic languageability with academic language
Check tasks and assessments are Check tasks and assessments are appropriately scaffoldedappropriately scaffolded
Be aware that passive language Be aware that passive language skills develop faster than skills develop faster than expressiveexpressive
Language may not progress in Language may not progress in line with curriculum. Additional line with curriculum. Additional support required.support required.
Presentation of Class Presentation of Class TaskTask
Cummins’ ModelCummins’ Model
Plan lesson with quadrant Plan lesson with quadrant in mindin mind
Avoid red sector, whenever Avoid red sector, whenever possiblepossible
Support bilingual learners Support bilingual learners to cognitive demand, with to cognitive demand, with little contextual clue, by little contextual clue, by working through sector working through sector which is greenwhich is green
Cognitively Demanding
Context Reduced
Cognitively undemanding
Context Embedded
Planning for EAL Planning for EAL LearnersLearners
Social processesSocial processes
Cognitive processesCognitive processes
Linguistic processesLinguistic processes
What does the learner What does the learner bring to the task?bring to the task?
What are the task What are the task demands?demands?
What additional support What additional support needs to be planned?needs to be planned?
Appropriate Support for EAL Appropriate Support for EAL Learners Learners
Holistic approach Holistic approach
InteractionInteraction
Independence in Independence in learninglearning
Holistic ApproachHolistic Approach
Gather and share all Gather and share all relevant information relevant information
Value and utilise Value and utilise home languages for home languages for learninglearning
Plan for individual Plan for individual cultural identities and cultural identities and for the diversity for the diversity reflected in Scottish reflected in Scottish schools schools
Reproduced from the UNESCO Courier
InteractionInteraction
Discuss aim and Discuss aim and purpose of learningpurpose of learning
Activate previous Activate previous knowledgeknowledge
Build in collaborative Build in collaborative workingworking
Ensure cognitive Ensure cognitive challengechallenge
Independence in Independence in Learning Learning
Teacher acts as Teacher acts as mediator for learning mediator for learning
Methods used are based Methods used are based on learning styles and on learning styles and educational/cultural educational/cultural backgroundbackground
Challenges are met and Challenges are met and risks taken with learningrisks taken with learning
Reflection on knowledge Reflection on knowledge as integral aspect of as integral aspect of lessonlesson
Functions and Role of Functions and Role of EAL Support StaffEAL Support Staff
Strategic SupportStrategic Support
Support school policies Support school policies to meet the to meet the requirements of the requirements of the current legislative current legislative framework and framework and promote best practicepromote best practice
Contribute to staff Contribute to staff developmentdevelopment
Functions and Roles of Functions and Roles of EAL EAL StaffStaff
Operational SupportOperational Support
Work collaboratively Work collaboratively to support the to support the planning, review and planning, review and assessment processassessment process
Provide support which Provide support which may involve direct may involve direct teaching to individual teaching to individual learners or to groups learners or to groups which include native which include native speakers of Englishspeakers of English
Partnership with Partnership with Parents and CarersParents and Carers
Welcoming Parents and Welcoming Parents and CarersCarers
Assessing the Assessing the Progress of Bilingual Progress of Bilingual
LearnersLearners
Holistic AssessmentHolistic Assessment
In particular:In particular:
Prior knowledge and skills Prior knowledge and skills brought to learning in brought to learning in EnglishEnglish
First Language Proficiency First Language Proficiency - listening, speaking, - listening, speaking, reading and writingreading and writing
Length of time spent Length of time spent within an education within an education systemsystem
Language Support NeedsLanguage Support Needs
Ability to Ability to communicatecommunicate
Success with Success with accessing the accessing the curriculumcurriculum
Mastery of technical Mastery of technical aspects of languageaspects of language
Stages of English Stages of English Language AcquisitionLanguage Acquisition
New to EnglishNew to English
Early AcquisitionEarly Acquisition
Developing Developing CompetenceCompetence
CompetentCompetent
FluentFluent
Tools for AssessmentTools for Assessment
Formative assessment Formative assessment Regular in-class observationRegular in-class observationSamples of language use in English and First LanguageSamples of language use in English and First LanguageClass work and writing in both languagesClass work and writing in both languages Summative assessment and use of published test Summative assessment and use of published test
materials materials
Bilingual Learners with Bilingual Learners with Other Additional Support Other Additional Support
NeedsNeeds
There will be a Range of Other Additional Support Needs There will be a Range of Other Additional Support Needs asas
encompassed by the Additional Support for Learners Act encompassed by the Additional Support for Learners Act (2004)(2004)
Need to determine whether Need to determine whether lack of progress is due tolack of progress is due toEnglish as an AdditionalEnglish as an AdditionalLanguage Development orLanguage Development orto Learning Difficultyto Learning Difficulty
Good PracticeGood PracticeBuild up a profile over time Build up a profile over time throughthroughcareful tracking of progresscareful tracking of progress
Early identificationEarly identificationReliant on accurate and Reliant on accurate and completecompleteenrolment information and enrolment information and continuitycontinuitywith regard to family linkswith regard to family links
Evidence GatheringEvidence Gathering
Language background – EAL Language background – EAL and home languageand home language
Educational Educational background/experiencebackground/experience
Possibility of similar difficulties Possibility of similar difficulties in the home languagein the home language
Teachers’ observationsTeachers’ observations
Potential problems with Potential problems with standardised testsstandardised tests
School and outside factors School and outside factors which may affect learningwhich may affect learning
It is important to assess:
Planning and Mechanism Planning and Mechanism for Review of Supportfor Review of Support
Collate information from all staff Collate information from all staff who work with the learner and who work with the learner and from parents/carersfrom parents/carers
Involve parents/carers throughoutInvolve parents/carers throughout
Seek and take account of the Seek and take account of the views of the learnerviews of the learner
Draw up an appropriate support Draw up an appropriate support plan and agree to review on a plan and agree to review on a regular basisregular basis
Work within the school’s staged Work within the school’s staged support systemsupport system
Refer to all principles within “Learning in 2+ Languages” Refer to all principles within “Learning in 2+ Languages” throughout the processthroughout the process