Pedagogy To Bridge The Gap

ESF 2015 Conference Friday, October 2nd, workshop session

Presenters:

Therese Gallen- Bradbury School

Lisa Harris- Clearwater Bay School

Katie Phillips - Bradbury School

• Consider pedagogy supportive of EAL learners

• See classroom examples • Share effective resources and strategies

• Reflection

Research and Beliefs underpinning effective EAL

teaching…….

*EAL students bring their own

‘funds of knowledge’

positive vs. deficit lens needed

*Mother tongue competency is important but

increasingly complex

• How do teachers know their students’ linguistic and

cultural backgrounds ? What measures are in place to

support this in your context?

*Language is essential

to all learning.

•Learning through language •Learning about languageEAL learners additionally

are...• Learning the language Ref. IB & Halliday

The Challenge for the EAL

Learner

“The limits of my language means the limits of my world.” Ludwig Wittgenstein

*Elements of teaching pedagogy that support EAL learners are good

for all students

Where to start?

–In our planning –In our teaching –In our assessment

1*Make the language learning needs explicit

Explicit Teaching

• Shares the power• Is inclusive • Supports students with varied

backgrounds and experiences • Creates a pervasive learning

culture• Clarifies understandings• Has significant impact on learning.

(Edwards-Groves 2003 p9)

Explicit Quality Criteria

• To what extent are students provided with explicit criteria for work quality ?

• To what extent are those criteria a regular reference point for development and assessment ?

• How accessible is the language provided?

Metalanguage

To what extent in each lesson does frequent commentary on language and how it works happen in your setting?Eg. Genre, vocabulary, signs and symbols

ESL learners have a different cultural frame of reference from their teachers

and peers.

As teachers we need to check that the message has been understood.

2* Scaffold the language learning

• Supports a constructivist approach

• Supports the gradual release of responsibility model

Role of the Teacher

Role of the Student

GuidingSharingModelling Applying

Deg

ree o

f C

on

trol

GRADUAL RELEASE OF RESPONSIBILITY MODEL OF TEACHING AND LEARNING

3*Focus on ORAL language

Talk for LearningIt is a wise teacher who recognises that oral language is as important as written language in the process of school learning, and who actively promotes learning in talk as well as in reading or writing.

Frances Christie, 2005 Language Education in the Primary Years

Talk for learning-• Allows children to think aloud

• To formulate ideas

• To set up and evaluate hypotheses

• Allows children to take risks without the commitment of a written languageLearning to learn in a Second Language

Pauline Gibbons 1991 p27

Exploratory and Presentational talk play an important role across

all learning areas.

There must be opportunities for talk in all classrooms.

Functions of Oral Language •To communicate needs, wants, ideas,

information and feelings.•Spoken texts can serve different

purposes depending on the context (Halliday )

Talk as a Process vs. Product

• EAL students need ‘real’ opportunities to talk themselves into meaning sharing language with peers

•Strategic grouping for talk to support EAL learners

OUR “JOURNEY” at Bradbury School. ….

• How could we strengthen practices at Bradbury School across all teaching and learning that deal explicitly with the language learning needs of EAL learners?

Whole school focus on developing Language Addendums

• Detailing the language learning needs for each UOI – Genre– Grammar- functional model – Consider Field,Tenor,Mode – Reading and Writing – Oral Language – Viewing and Presenting

Students need to learn how to vary the language they use according to the context they are in; this is known as changing register.

Register is made up of three components:

● Field● Tenor● Mode

Focus on strengthening staff understandings and expertise• Build teacher expertise / confidence • Decide on a shared language • TESLMC • Functional Grammar related to genre• Staff CPD sessions • Language scaffolds for each text type • Build and share strategies and resources

• Continue cycle as staff turn over

Whole school CPD Targeting Oral Language

• Reviewed the Functions of Oral Language and the various types of Oral Texts

• Strengthened staff Understanding of the Procedures for teaching Speaking and Listening.

How many different functions or purposes for oral language can you think of?

• Agreeing and disagreeing• Apologising• Asking for permission• Asking for

assistance/directions• Classifying• Comparing• Commanding/giving

instructions• Criticising• Denying• Describing• Enquiring• Questioning• Evaluating• Expressing likes/dislikes

• Expressing position• Expressing obligation• Explaining• Hypothesising• Identifying• Inferring• Planning and predicting• Refusing• Reporting• Sequencing• Suggesting• Warning• Wishing and hoping

Oral Language Texts • Discussions • Extended Conversations • Partner & Small Group Work • Oral Reports • Questioning and Inquiry • Interviews • Meetings • Arguments and Informal Debates • Interest Talks • Storytelling and Anecdotes

Opportunities for students to use oral language for -

● Problem solving● Role play● Dialogue and discussion ● Talking in groups- be strategic with grouping● Substantive conversations● Debate● Interviews● Scripted presentations● Investigation● Stories and dramatisation

Split Screen Teaching..…When have you organised a lesson - play based, guided reading session, maths, reflections on a UOI to target an oral text type?

Please take the time to browse or chat to our presenters and other

colleagues

Some more practical ideas

Reflection

One thing I will stop doing in my setting

One thing I will continue to do in my setting

One thing that I start doing in my own setting this week

Therese, Lisa and Katie