EAL English as an Additional Language Learning English

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. n It involves a whole school, inclusive approach to both the pastoral and academic needs of the pupils. n It is about teaching and learning English through the whole curriculum Pupils need to be: n taught how English works n shown how it is used to express different ideas in different curriculum areas. n

EAL students at THW n n n Approximately 300 students in Y 7 -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 n n n 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 n n n n n 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 n n n n 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 n n n n 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

n n n n n 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 n n n n 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? n n n n 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? n n n n 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 n n n 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 n n n 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 • • •

Reviewing the lesson n n n n 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?