English as an Additional Language

1. English as an Additional Language Primary Professional Development Service

2. Overview of day one • first and second language acquisition • role of the language support teacher • English language proficiency benchmarks • assessment • case studies • speaking and listening activities

3. Overview of day 2 instructional strategies reading writing assessment team-teaching planning

4. Session 1 • instructional strategies • scaffolding learning • reading fluency • reading comprehension

5. The child’s culture and first language should be respected at home and in school. Scaffolding is a fundamental part of EAL teaching and learning. Literacy activities should have a tangible oral language dimension for EAL learners. Key messages

6. Bilingualism What percentage of the world’s population is bilingual? ‘Seventy per cent of the world’s population is bilingual and regularly uses more than one language in daily life. In global terms, bilingualism is the norm.’

7. Bilingualism - advantages greater awareness of how language operates enhanced problem-solving abilities heightened creative potential awareness of importance of context and audience in language use

8. Bilingualism ‘More than 150 research studies conducted during the past 35 years strongly support what Goethe, the German philosopher, once said: The person who knows only one language does not truly know that language. The research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.’ Jim Cummins

9. Scaffolding • Think, Pair, Share, Square Activity – What is scaffolding? • ‘This support, or scaffolding, enables children to perform tasks independently that previously they could perform only with the assistance or guidance of the teacher.’ Jim Cummins

10. Scaffolding • ‘Successful co-ordination with a partner – or assisted performance – leads learners beyond what they are able to achieve alone, to participate in new situations and to tackle new tasks, or, in the case of second language learners, to learn new ways of using language.’ Pauline Gibbons

11. Gradual release of responsibility Gallagher and Pearson Degree of Control

12. Approaches to EAL • inside-out approach • outside-in approach • a balance is recommended Learning to Read in A New Language (2008)

13. Reading - three cueing system Syntactic Graphophonic Semantic Prior Knowledge

15. Reading fluency • Activity A: cards • Activity B: handouts • What was the main difference between these activities?

16. Phonological awareness • phonological awareness plays a central role in the acquisition of word identification strategies Primary School Curriculum • phonological awareness is a pre-cursor to phonics • research suggests an inextricable link between phonological awareness skills and success in reading • phonological awareness skills can betaught

17. Phonics • infants will learn phonics with their peers • older children’s phonics should be based on their needs • should be developmental and reflect the whole school approach to phonics • should be taught in developmental stages e.g. initial sounds should be taught first, followed by final sounds and then medial sounds

18. Phonics – miscue analysis

19. Reading fluency • rehearsed reading • paired reading • shared reading • choral reading

20. Een appel is rood, den zon is geel den hemel is blauw een blad is groen een wolk is wit… en de aarde is bruin Welke kleur de liefde?

21. Common underlying proficiency Surface features of L1 Surface features of L2 Common underlying proficiency Cummins 1980

22. Reading and oral language The use of oral language should be maximised in developing children’s comprehension and reader response skills, as an alternative to written exercises. Primary School Curriculum

23. Oral language in the integrated language process Oral language in literacy Discrete oral language Integration across curriculum

24. Comprehension • the vast majority of comprehension should be oral in nature • this may sometimes be followed up by a written exercise for consolidation • written exercises for comprehension should be the exception rather than the norm

25. Comprehension skills • should be taught through oral work • teacher should model effective use of skill • should be followed by shared and guided use • new skills should be practiced in pair/group work

26. Gradual release of responsibility Gallagher and Pearson Degree of Control

27. Comprehension

28. Comprehension strategies for fiction • text shuffle • directed reading • prediction • sequencing/retelling • improvisation • creating images • semantic impressions • sensory impressions • story maps/boards • making connections • hot-seating • conscience alley • role-on-the-wall

29. Fiction activity • prediction • creating images

30. Comprehension strategies for non-fiction • coding • locating cues • KWL chart • mind map • SQ3R • VIPs • give-one get-one • generating questions • fact or fib

31. Non-fiction activity • coding • VIPs • fact or fib

32. Dual-languagebooks

34. Barrier games • information gap • pair work • questioning

35. Barrier games in pairs additional language, if possible back to back try to find out the differences through questioning