Inclusive strategies for EAL pupils W hat 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 ID: 812291
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Slide1
All teachers are language teachers
Slide2Inclusive strategies for EAL pupils?W
hat do you think are the main difficulties for EAL learners in your subject area?
Slide3All teachers are language teachers
Slide4The Aims of this SessionTo 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.
Slide5EAL 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.
Slide6Always use a clear font. 1. Always use a clear, simple font.
EAL Checklist: 1
Comic Sans is a good choice.
a
g
(difficult for pupils new to the alphabet)
Slide7EAL Checklist: 2
2. Use lots of visuals (and bilingual) resources
isosceles
Keep Google Images open on your whiteboard
Develop pupils’ dictionary skills
D
emonstrate
Slide8EAL Checklist: 3
3. Always start with clear objectives.
Slide9Lesson Objectives 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 work out difficult equations.SEAL: To work collaboratively with other pupils in the class.
Lesson Objectives
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 work out difficult equations.
SEAL: To work collaboratively with other pupils in the class.
Lesson Objectives
To develop your ability to work out the circumference of a circle.
To use a scientific calculator effectively.
SEAL: To work
collaboratively
with other pupils in the class.
Lesson Objectives
To
develop
your ability to work out the
circumference
of a
circle
.
To use a
scientific calculator
effectively
.
SEAL: To work
collaboratively
with other pupils in the class.
Lesson Objectives
To
develop
your ability to work out the
circumference
of a
circle.To use a scientific calculator effectively.SEAL: To work collaboratively with other pupils in the class.
Slide10Promoting higher order thinking
+ language skills in EAL learners
Basic Interpersonal Communication Skills
(BICS)
Cognitive Academic Learning Proficiency (CALP)
NO ACTIVITIES HERE PLEASE!
Slide114. Make every lesson a LANGUAGE lesson.Build in opportunities for:
SpeakingListening
Reading
Writing
EAL Checklist: 4
Slide125. 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: 5
Slide136.
Model
the language your students need.
Structure
+
scaffold
it without diluting the content.
(Remember the Cummins Framework of EAL Acquisition!)
EAL Checklist: 6
Slide14In this extract we can see that ______________ is
____________________. We see this when _________________________________________
. This example highlights that
_____________________________ ________________________________________________ _________________________________________________.
(character)
(adjective)
(evidence from the novel)
What do we learn about Curley’s wife in this extract?
Slide15Slide167. Plan teacher language carefully
(instructions + questioning)Include examples in your lesson plan.
EAL Checklist: 7
Slide17EAL Checklist1. U
se 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.
Slide188. Teach key words + structures explicitlyFor example:As a
homework “Find the meaning of…”As matching / gap-fill starter
activities
EAL Checklist: 8
Slide19Slide20EAL 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.
Slide21Stručný 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.
Slide22EAL Checklist: 10
10. Use DARTs to work with extended text.
Gap-filling (Cloze)
Cut-up text (Sequencing)
What next? (Prediction)
Tops+Tails
(Making sentences)
They
can be
used in any subject
area.
Darts make
texts easier to
read.
Pupils can work at different levels on the same text.
DARTS
Directed Activities Related to Texts
Slide23Fungi make.....
Animals feed....
Protoctista
are
...
Prokaryotes have
...
Plants use...
...
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
... made up of just one cell
...
no nucleus; have a cell wall but not made from
cellulose
Slide24EAL Checklist: 11
11. Divide text into manageable sections.Include: ImagesKey word lists
Questions after each section
Highlighted words or phrases
Slide25Slide26EAL Checklist: 12
12. Use collaborative group tasksPupils can process content + practise language in the non-threatening environment of a small group.
Oral rehearsal is essential for EAL learners.
Slide27Physical changes
True or false? Discuss with your partner.
A
solute
is like coffee granules when you put them into hot water.
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.
When you put salt into water, it
vanishes
(disappears).
Inclusive Strategies: collaborative learning
Slide28The 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.