All teachers are language teachers Inclusive strategies for

All teachers are language teachers

Inclusive strategies for EAL pupils? What do you think are the main difficulties for EAL learners in your subject area?

All teachers are language teachers

The Aims of this Session To look at a wide range of EAL strategies and some examples of resources that apply these strategies. Follow –up: To experiment with EAL strategies in your subject area.

EAL Checklist 1. Use a clear, simple font. 2. Use lots of visuals. 3. Start with clear objectives. 4. Make every lesson a LANGUAGE lesson. 5. Identify the language your students need to know. 6. Model the language your students need. 7. Plan instructions + questioning carefully. 8. Teach key words + structures explicitly. 9. Use graphic organisers. 10. Use DARTs. 11. Divide text into manageable sections. 12. Use collaborative group tasks.

EAL Checklist: 1 Always useuse a clear 1. 1. Always a font. clear, simple font. Comic Sans is a good choice. a g (difficult for pupils new to the alphabet)

EAL Checklist: 2 2. Use lots of visuals (and bilingual) resources Develop pupils’ dictionary skills Keep Google Images open on your whiteboard Demonstrate isosceles

EAL Checklist: 3 3. Always start with clear objectives.

Lesson. Objectives Lesson Objectives continue to develop ability to work Todevelop To your ability to workyour outwork develop ability to out the To continue to develop your ability to work out the circumference of a circle through working out much more complicated equations. To use a scientific calculator effectively to help you To use To a. To scientific calculator effectively to SEAL: workcollaboratively with other SEAL: work with other work out difficult equations. help you work out difficult equations. pupils in theclass. in SEAL: To work collaboratively with SEAL: work collaboratively with other pupils in other To pupils in the class. SEAL: To work collaboratively with other the class. pupils in the class.

Promoting higher order thinking + language skills in EAL learners Cognitive Academic Learning Proficiency (CALP) Basic Interpersonal Communication Skills (BICS) NO ACTIVITIES HERE PLEASE!

EAL Checklist: 4 4. Make every lesson a LANGUAGE lesson. Build in opportunities for: • Speaking • Listening • Reading • Writing

EAL Checklist: 5 5. Identify the language your students need to know. What do you want the students to be able to do by the end of the topic or lesson? (eg: What key words + structures do they need. ) Plan with this in mind.

EAL Checklist: 6 6. Model the language your students need. Structure + scaffold it without diluting the content. (Remember the Cummins Framework of EAL Acquisition!)

What do we learn about Curley’s wife in this extract? (character) In this extract we can see that _______ is (adjective) __________. We see this when (evidence from the novel) _____________________. This example highlights that _______________________________________.

EAL Checklist: 7 7. Plan teacher language carefully (instructions + questioning) Include examples in your lesson plan.

EAL Checklist 1. Use a clear, simple font. 2. Use lots of visuals. 3. Start with clear objectives. 4. Make every lesson a LANGUAGE lesson. 5. Identify the language your students need to know. 6. Model the language your students need. 7. Plan instructions + questioning carefully. 8. Teach key words + structures explicitly. 9. Use graphic organisers. 10. Use DARTs. 11. Divide text into manageable sections. 12. Use collaborative group tasks.

EAL Checklist: 8 8. Teach key words + structures explicitly For example: As a homework “Find the meaning of…” As matching / gap-fill starter activities

EAL Checklist: 9 9. Use graphic organisers to put words into a clear, visual context. A key visual represents conceptual relationships between objects, events or situations.

Stručný popis oběhu vody Oběh 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.

EAL Checklist: 10 10. Use DARTs to work with extended text. Cut-up text (Sequencing) Tops+Tails (Making sentences) DARTS Directed Activities Related to Texts Darts make texts easier to read. Gap-filling (Cloze) Pupils can work at different levels on the same text. They can be used in any subject area. What next? (Prediction)

Fungi make. . . Animals feed. . Protoctista are. . . light energy to produce their own food during photosynthesis . . . spores instead of seeds, cells have a cell wall made of chitin . . . on other living things ( organisms ), they are multi-cellular, no cell walls Prokaryotes have. . . made up of just one cell Plants use. . . no nucleus; have a cell wall but not made from cellulose

EAL Checklist: 11 11. Divide text into manageable sections. Include: • Images • Key word lists • Questions after each section • Highlighted words or phrases

EAL Checklist: 12 12. Use collaborative group tasks Pupils can process content + practise language in the non-threatening environment of a small group. Oral rehearsal is essential for EAL learners.

Inclusive Strategies: collaborative learning Physical changes True or false? Discuss with your partner. A solute is like coffee granules when you put them into hot water. When you put salt into water, it vanishes (disappears). 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.

The task: with a partner prepare a differentiated starter or homework task for 2 EAL pupils working at very different stages of language acquisition: Pupil A is Libyan. His parents are university students. He is well-educated and literate in Arabic but new to English. Pupil B was born in Manchester. He speaks English with friends and Punjabi at home. His writing lacks technical accuracy and is not in standard English.