Respecting Culture & Language in EAL Teaching

1. Session 2 Writing Assessment

2. 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

3. Session 2 • writing – 6 genres • seven step approach to teaching writing • spelling • grammar • reading and writing assessment

4. Oral language and writing • the vast majority of preparation should be oral in nature • what I can’t say, I can’t write • many writing lessons will have no actual writing

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

7. Seven steps to teaching writing Use an example – to devise a framework Oral activities 1. Familiarisation with the genre 2. Reading activities 3. Teacher (only) Modelled Writing 4. Teacher and Children Shared Writing Children plan their writing in pairs / groups / using the framework 5. Child writes independently Presentation to Audience 6. 7. Adapted from First Steps – Steps PD

8. Procedural genre • how to play a barrier game • Photostory • How to make a cup of tea • Barrier game

9. Writing activity • sentence expansions

10. Free writing • writing bag/corner • ‘free writing’ copy • opportunity to choose language

11. Some examples of children’s dual language books (Arabic, Hindi and Urdu)

12. Spelling • How do you teach spelling? • spelling strategies need to be explicitly taught • visual dimension is fundamental to success • fact or fib activity

13. Grammar • How do you teach grammar? • activity • children should ‘investigate’ grammar rules rather than being told

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

16. Primary School Assessment Kit A tool to assess language proficiency 3 sets of tests: - Set 1 (Placement) - Set 2 - Set 3

17. Quotations ‘While it appears to be time-consuming initially, as the tests become familiar it takes less time.’ Language support teacher, Cavan ‘We feel that having an assessment tool such as this is very helpful. It helps to find their level and to group similar students together at an early stage.’ Language support teacher, Dublin 15

18. Quotations ‘While initially there was organisation involved to get set up and familiar with using the Assessment Kit, I find it a very good tool to assist me in planning for future teaching and learning.’ Language support teacher, Galway

19. Primary School Assessment Kit the main purpose of the Primary School Assessment Kit is to inform teaching and learning this can help us use scaffolding effectively as we can access prior knowledge/skills and establish gaps in their knowledge/skills

20. Scoring reading and writing reading and writing tests are differentiated for junior and senior primary receptive skills of listening and reading are easy to assess productive skills of speaking and writing may be more difficult to assess

21. Circular 0053/2007 ‘In collaboration with class teachers, language support teachers identify pupils requiring additional language support, administer the assessment materials devised by Integrate Ireland Language and Training, devise appropriate language programmes, deliver the programmes and record and monitor pupils’ progress.’