1、Supporting Students With English As An Additional Language,Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS: The Park Community School. Contact Chris Ley (cleyparkcommunity.devon.sch.uk),To consider the factors affecting students from different countri
2、esTo extend the knowledge of strategies to support EAL studentsTo gain a basic understanding of language acquisition,AIMS,Portuguese,German,.,Turkish,Chinese,Hindi,Urdu,Farsi,Nepalese,1. 2. 3. 4. 5. 6. 7. 8. 9. 10.,BEM - VINDOS,WILLKOMMEN,Arabic,欢迎,Bengali,ho geldiniz,Terms and Definitions,EAL -,ENG
3、LISH AS AN ADDITIONAL LANGUAGE,BME -,BLACK MINORITY ETHNIC,ASYLUM SEEKER/REFUGEE,L1 -,FIRST LANGUAGE,ASR -,EAL Pupils in Plymouth Schools,Children of established ethnic minority communities in Plymouth,Children of medical staff at Derriford,Children of students at the university,Refugees and asylum
4、seekers,Children of mixed nationality marriages,Children of EU Nationals,Whatever their diverse backgrounds, they share a common and distinctive task which is to catch up with a moving target by learning an additional language whilst simultaneously learning National Curriculum content, skills and co
5、ncepts Despite continuing and increasing global mobility, there is very little systematised provision to support learners in this task There is no national curriculum for English as an additional language, nor a distinct national assessment system,Barriers To Learning For EAL Students,Child or Young
6、 Person,Family,School Educational Setting,Wider World,Community,CULTURAL EXPECTATIONS OF GIRLS AND BOYS,LACK OF BI-LINGUALRESOURCES,EXPERIENCE OF TRAUMATIC EVENTS,LIMITED ACCESS TO ACTIVITIES AND FACILITIES,BARRIERS TO LEARNING FOR EAL STUDENTS,It will be helpful to know this information about EAL p
7、upils in your classroom.,Country of OriginFirst LanguageOther Languages Spoken in FamilyImmigration StatusNumber of Years in the UKReligionEducation HistoryEthnicity,A number of factors will have an impact on the development of pupils language skills and their ability to apply these skills to their
8、learning across the curriculum: the age at which pupils enter the educational system their previous experience of schooling and literacy in their first language; their knowledge, skills and understanding of languages and the school curriculum; home and community expectations and understanding of the
9、 education system; support structures for learning and language development at home and at school,EAL students are not a homogeneous group. Some pupils are born in the UK but enter school speaking little or no English and have limited or no experience of literacy in their first language. Some pupils
10、 are born in the UK but enter school speaking little or no English. However, they have some experience of literacy in their first languages. Some pupils arrive between the ages of 5 and 16 without literacy or oracy skills in English but with age equivalent skills in literacy and oracy in their first
11、 languages, and sometimes in other languages as well. Some pupils enter the school system between the ages of 5 and 16 without literacy or oracy skills in English and with limited or no literacy skills in their first language due to disrupted schooling. In addition, some pupils have suffered emotion
12、al and psychological stress as a result of family loss or social and economic disruption to their lives in their countries of origin.,There are steps involved in learning a new language.,Listening and absorbing. (Silent Period)Responding to instructions.Imitating and copying.Trying out word phrases.
13、Naming words.Action words.Putting names and actions together.Trying out whole sentences with mistakes.Correcting mistakes themselves.,The stages in learning a new language,How Long Does It Take ?,1-2 years for BICS ( basic interpersonal communication skills) context embedded,Ref: Jim Cummins (1984)
14、Clevedon: Multilingual Matters,5-7 years for CALPS (cognitive academic language proficiency) context reduced,Teaching New Language,When learning new words, EAL pupils need to:,See themHear themRead themWrite them Put them in a sentenceRevise themUse them in another context,Comprehensible input where
15、 meaning is made clear through the use of context clues (body language, visual support).,According to Krashen three conditions are necessary to promote language acquisition,A stress-free environment where the learner is able to take risks and learn from mistakes as well as successes.,The right to be
16、 silent where the learner is allowed time to listen and tune in to the language before attempting to speak,Explain, model language,Instant Support Strategies,Draw pictures,Listen attentively to the child,Use a bilingual or picture dictionary,Use visual aids,Use the internet,Translate,Simplify text a
17、nd focus on key words,Highlight key part of sentence structure,Label diagrams,Develop bi-lingual key vocabulary lists,Pre-teach key words and give them emphasis through voice tone,Provide opportunities to practise key words in different contexts.,Classroom Strategies,Make eye contact Give time to pl
18、an and to talkCue them inCheck understanding Help them sequence,GEORGE,Filling in gaps in sentences (cloze activities). Labelling: diagrams, sketches and pictures in English and/or first language. Sorting: listing key words in alphabetical order; writing true or false about a sentence. Sequencing: s
19、ketches/drawings and key words/sentences. Copying key sentences that contain the main ideas of the lesson. For example, the five key points of the lesson. Dictionary exercises using both English and dual language dictionaries. Matching activities: sentence halves; sketches/drawings with words and ph
20、rases; key words and definitions. Copying key words from the board or a prepared sheet of key words and phrases to translate and refer to. Re-ordering sentences based on topic. Compiling a picture glossary of vocabulary related to the subject.,Bilingualism is an asset.The first language is key to an
21、 EAL pupils identity, learning and acquiring an additional language.Cognitive challenge can and should be kept appropriately high through the provision of linguistic and contextual support.Language acquisition goes hand in hand with cognitive and academic development with an inclusive curriculum as the context.,Key Points To Remember:,
