teaching strategies for eal advanced learners: tools & frameworks that can help when thinking...
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Teaching strategies for
EAL Advanced Learners:
Tools & Frameworks that can help when thinking through the language associated with the content
Language functions
Identifying Naming Sequencing Describing Sorting Asking questions Comparing and
contrasting Explaining Deducing
Hypothesising Generalising Reasoning Problem solving Analysing Ranking Evaluating
Science in the National Curriculum
Find out about different plants and animals in the environment
Identify light sources
How a switch can be used to break a circuit
Use knowledge of liquids to decide how a mixture might be separated
What are key visuals?
Visual organisers such as tables, charts, diagrams
An aid to present information clearly
Help pupils’ conceptual development
Meat eaters Plant eaters
Scaffolding pupil talk
Cat
Hawk
Squirrel
Mouse
Producer
Seeds
Consumer/ prey
Mouse
Predator
Cat
EAL Planning Framework (Pauline Gibbons)
Activity Visual support Language functions
Language structures
Vocabulary
Sorting animals into plant/meat eaters
T chart
Picture of garden
Classifying This is a..
It eats..
Meat
Plants
Leaves
Cat
Creating a food chain
Flow diagram
Picture of garden
Sequencing a process
First…
The ..eats..
The …is eaten by..
Producer
Consumer
Prey
The Knowledge Framework (Mohan 1986)
Classification Principles Evaluation
Description Sequence Choice
The Knowledge Framework, (Mohan 1986)
Classification Principles Evaluation
Description Sequence Choice
Classify chess pieces
Understand the rulesfor moves
Evaluate moves according
to strategies
Identify chess pieces
Sequence moves Chooseappropriate moves
Ways of classifying Ways of reasoning Ways of evaluating and expressing an opinion
Different sources of electricitywind, water, the Sun……One source of electricity is….Different uses of electricityLighting, heating….Electricity is used for heating the home. Its also used for…
DeducingLook at circuits and work out which ones will light up bulbsThis one won’t light up the bulb because….
What is the best way of saving electricity?I think the best way is by ….
Ways of describing Ways of sequencing Ways of making decisions
Matching – parts of a circuit to picturesThat’s a batteryDefinitions of parts of a circuit.This is the part that…..Descriptions of objects that use electricity with picturesWhat am I?
Instructions for making a circuit.First of all….Next…. attach
How can you save electricity at home?One way I can save electricity is by….
The Knowledge Framework
Task
Acid Rain example
Content-obligatory language
Assessment of learner needs
(on-going)
Content-Compatible Language
EAL teacher
Contentteacher
Framework for the integration of Language and Content
Genesee, Met & Snow (1989)
Series & parallel circuits
Circuit Switch Prediction Observation Explanation
1 off
1 on
2 off
2 on
3 1. On
2. off
Series & parallel circuits
Circuit Switch Prediction Observation Explanation
1 off I think that… Bulb C is…
A is…
Bulb A is as bright because..
1 on The bulbs are – brighter
- less bright
2 off
2 on
3 1. On
2. off
If switch 1 is on then…
The Cummins model of language proficiency
Context embedded Context unembedded
High cognitive demand
Low cognitive demand
Listening to a story on the radio
Talking and listening on the phone
Shopping abroad
Talking about a shared activity as it is performed
The Cummins model of language proficiency
Context embedded Context unembedded
High cognitive demand
Low cognitive demand
Justifying behaviourReflecting on and talking about feelings
Hypothesising
Cline & Frederickson (1996) Curriculum Related AssessmentClevedon: Multilingual Matters
The Cummins model of language proficiency
Context embedded Context unembedded
High cognitive demand
Low cognitive demand
Parrots: repeats utterances of adult or peer
Copies: reproduces information from board or texts
Reading to find specific information: Identifies, names, matches, retellsTransfers information from one medium to anotherApplies known procedures; describes observations; sequences; narrates with sense of beginning, middle, and end
Generalises; compares and contrasts; summarises; plans; classifies by known criteria; transforms, personalises given information; recalls and reviews; seeks solutions to problems
Argues a case using evidence persuasively; identifies criteria, develops and sustains ideas; justifies opinion or judgement; evaluates critically; interprets evidence, makes deductions; forms hypotheses, asks further questions for investigation, predicts results; applies principles to new situation; analyses, suggests solution and tests
KS1 – Floating and Sinking
Context embedded Context unembedded
High cognitive demand
Low cognitive demand
Sort objects into sets : ‘these sink’ – ‘these float’
Water play: child states ‘this floats’;‘this sinks’
Language: pre-teach on; under; floats; object names e.g. scissors; cork
Makes predictions about other objects in classroom which might float/sink
Can state why they think objects sink or float
Sorts objects by other qualities e.g. heavy/light wood/metal
Can suggest questions/ideas based on everyday experience which can be testedCan predict other objects (not present) which would float/sink
Can make series of related observations
Uses observations to compare expected outcome with that observed and make conclusions
What they all share in common
All planning starts with…
The language function
Planning for “What am I” and “Odd one out”
Subject
Expression
Thinking
Involves skills: • Speculate• Hypothesise• Compare• Classify• Organise
What am I?
How big do you think it is?
Where do you think it might be found?
What do you think it might be associated with?
What do you think it is?
Why might it be important?
The task shapes the language!!
Model a discussion as if being done in front of a class – record and transcribe
Analyse language used and prepare scaffolded activities based around this language
Teachers present same talk in front of class – pupils listen out for particular bits of language on prepared activities and record / tick
Pupils feed back on language they observed Pupils now discuss new picture – film / record
What am I?
1. What do you think it is?
2. How big do you think it is?
3. Where do you think it might be found?
4. What do you think it might be associated with?
5. Why might it be important?
What am I?
1. What do you think it is?
2. How big do you think it is?
3. Where do you think it might be found?
4. What do you think it might be associated with?
5. Why might it be important?