MSCITT EAL INSET Day Session 1 EAL pupil

MSCITT: EAL INSET Day Session 1 EAL pupil needs in the Mainstream Classroom 26 th April, 2016

EAL’s Twofold Role The EAL Department must be central to school life in two broad operational spheres: Academic Pastoral / Welfare “Survival English” Identify any welfare concerns Encourage full involvement in school life English Language Qualifications Support in accessing the academic curriculum Support and develop school policy on language usage Support and develop school policy on integration

Survival English Aim: To allow the international student to operate confidently in an Englishspeaking environment. How? • Induction process, but also ongoing. • Required to some degree at almost all levels • Monitoring of progress Who are the key players? • Classroom teachers. (Formal & informal processes) • Other academic staff • All House staff and tutors • Whole-school concern, closely related to student welfare.

What are these? English Language Qualifications Aims: To provide the international student with the best qualifications he or she can get for FE and career opportunities. • IGCSE First or Second Language • Cambridge ESOL Exams (Upper Suite) From A 2 to C 2 • IELTS • SATs / TOEFL How? • Expect high standards of work in the classroom and homework. • Monitoring student progress • Use a variety of teaching and learning strategies • Encourage best practice (observation and appraisal systems) Who are the key players? • EAL classroom teachers • Ho. D (Monitoring, syllabus review, record keeping, target setting) • House tutors • The students themselves (“Ownership”)

Accessing the Academic Curriculum Aim: To allow the international student to study his or her preferred subjects successfully. EAL teachers • • Testing Classroom skills Assist students See samples of work Links with “high demand” departments Share best practice – EAL methodology “Facilitators” Students But how? The EAL Department should be identifiable as the point of contact and the source of expertise. • Mixed nationality committees • Create vocabulary lists • Work on UK classroom learning styles. All academic staff • Varied T&L styles • Seek out advice • Flag concerns

Pastoral / Welfare • • All teachers must play a part in the induction and ongoing care of the EAL student: Fostering an atmosphere of genuine care and concern in the classroom. Get their names right! Encouraging dialogue. Being available to students outside lesson time. Encouraging full involvement in school life. Clear lines of communication with House staff, through the Ho. D. Communication with agents and parents.

Championing “Internationalism” Celebrate the international student as a cultural asset Raise the profile of the overseas student Develop and maintain an environment suitable for the overseas learner Help students to assimilate Englishness, not to become “Little Brits”

EAL Learner Needs Survival English Language Qualifications Accessing the curriculum Aims: To allow the international student to operate comfortably and confidently in an Englishspeaking environment. Aims: To provide the international student with the qualifications he or she needs for FE and career opportunities. How? Aims: English language ability should allow the international student to study his or her preferred subjects. • Induction but also ongoing. • Required to some degree at almost all levels • Monitoring of progress. Who is involved? • IGCSE First or Second Language • Cambridge ESOL Exams (Upper Suite) From A 2 to C 2 • IELTS (University entry) • SATs / TOEFL • Classroom teachers. (Formal & informal processes) • Other academic staff • EAL classroom teachers • All House staff and tutors • Ho. D (Monitoring, syllabus review, record keeping, target setting) Who is involved? How? Communication with other departments Student committees Inter departmental sharing of best practice To encourage good independent study and classroom habits Who is involved? All academic and house staff.

MSCITT: EAL INSET Day Session 2 “Putting yourself in their shoes” and responding to their needs 26 th April, 2016

Language: experiencing the problems Scenario One It is your second day in your new school in England. You could not do your prep because you lost your text book. Eventually you borrowed one from another student, but found the questions too hard. You spent hours looking up words in your electronic dictionary but eventually ran out of time. Your prep has not been finished and your teacher is now asking you why. Work in pairs and take turns in explaining this to your partner.

Language: experiencing the problems Scenario Two The teacher has just explained the concept of Photosynthesis to your class. You do not understand how the sun’s energy can be changed into a form of energy that can be used as food. Everyone else seems to understand. Work in pairs and take turns in explaining your difficulty to the teacher (your partner).

Language: experiencing the problems Scenario Three Definitely no cheating for this one! Students, please close your eyes and turn away… Boarding staff: Give the following instructions to the student but every second word must be REPLACED by the word “Aardvark”. “Your sport today is football on the upper playing fields at 15: 30. Please wait quietly if the under 14 s have not finished their game. You must wear your red shirt, and take with you a green shirt to change into if required. Do not go via the town, as there have been reports of students smoking near the Post Office on the way to sport, and the area is being proctored. It is best to keep away. ”

Clase de mates… Maths class…

“ALL TEACHERS ARE TEACHERS OF LANGUAGE”

Although there is no set format for CLIL lessons, the underlying principles are that: • • Language is used to learn as well as to communicate; and It is the subject matter which determines the language that students need to learn. Further considerations are the 4 cs curriculum: a CLIL lesson should include content, communication, cognition and culture, as well as elements of all four language skills.

What helps EAL students to learn school subjects in English? CLIL survey results (Bentley and Phillips, 2007, target group: 13 -16 year olds in CLIL programmes): Teacher Explanations 56% Translations 49% Pictures 38% Friends 36% Diagrams / use of computers 19% Word lists 18%

CLIL Framework • The 4 C’s: • 1. Content Teaching and learning objectives • 2. Communication Specific language focus and activities • 3. Cognition Higher order thinking • 4. Culture International case studies Source: ‘University of Nottingham School of Education. CLIL Planning tools for teachers’, Coyle, D: 2005

4 stages • 1. Processing the text • 2. Identification and organisation of knowledge • 3. Language identification • 4. Tasks for students Source: Coyle, 1999.

Lesson planning Language / Content • To describe the structure of the atom, limited to position, mass and charge of protons, neurons and electrons. • Explain how an insulator can be charged by friction, through the transfer of electrons. • Recall that like changes repel and unlike charges attract. • Tabulate results to infer conclusions.

Adapting worksheets • Define / simplify language • List materials needed on board • Add headings • Provide a language frame: If the charges are the same, the objects will repel / attract. If the charges are different, they will _____ each other. • Sentence starters, writing frame. Matching / grid activities

Providing guided writing prompts for ‘complete sentences’ Conditional Noun head Aux. verb Main verb Indefinite pronoun conjunction If the charges are the same / different the objects the …. will repel attract each other because

Key strategies Visual Support Experiments Maps, diagrams, charts, tables, Key vocab graphs, time-lines Lists and labels ) ‘On / Off task talk’: e. g. the experiment Peer checking INTERGRATED Learning LEARNER AUTONOMY Language essential for content Study and exam skills Modelling and extending Cultural frameworks Open questions

For further information and resources on CLIL go to: https: //www. teachingenglish. org. uk/teaching-teens/resources/clil

MSCITT: EAL INSET Day Session 3 Useful Resources and activities 26 th April, 2016

Useful websites and resources British Council EAL-Nexus: resources and advice Naldic (National Association for Language Development in the Curriculum) The Bell Foundation Onestopenglish. com Cambridgeenglishteacher. org Teaching with CLIL