WELCOME
Welcome to "Supporting EAL Students in the Classroom". This course will provide professional development for school employees who work with children whose first language is not English. It will also provide you with a range of practical strategies for including and supporting EAL students in the classroom.
This course consists of four modules:
- Learning English in subject classrooms
- Acquiring higher-level English
- Questioning and grouping strategies
- Planning a new unit of study
As you work through the course, you'll:
- understand why every teacher needs to be a language teacher
- become aware of the need for EAL students to master higher-level English
- know how to question and group EAL students to the best effect
- identify ways of incorporating the needs of EAL students into your planning
PREPARATION
This course will help you understand the sorts of teaching and learning that are best for EAL students. While the modules stand alone, they complement another of our online courses: Understanding English as an additional language and bilingualism, a course designed to help school staff understand what it means to live and learn in two languages.
The aim of this course is for you to apply your insights to real-life classroom situations. You'll gain most from this course if you've observed a class containing EAL students at a number of times during the school day. Several of the Activities and Tasks will be based around these observations, including Activity 1, so make sure you've observed a class containing EAL students by then.
If you work with elementary aged students, the aim is to observe the class working in all the formal subjects of the curriculum. It's also interesting to observe the class as they take part in art, music and physical education.
If you're a subject teacher or work with older EAL students, it's valuable to observe these pupils as they attend classes in a range of subjects. They may behave quite differently in a hands-on subject like science, for example, than they do in more language-based history.
- You should consider the following questions:
- What strategies help early learners of English?
- What language skills do pupils need to function in the subject areas?
- How can teachers teach these language skills to EAL students?
- Do some EAL students participate at a very low level in the classroom - even when they've spent several years in your school?
- What sort of English proficiency do students need to take part in speculative discussions and problem-solving activities?
- How can teachers support these students in acquiring this level of English? What sorts of questions help EAL students to learn?
- What grouping strategies support EAL students best? How can teachers acknowledge the needs of EAL students in their planning?
School Board members and members of leadership teams are unlikely to be able to spend much time in a classroom. They should only carry out Activities and Tasks that are designed to raise awareness of an issue. It's helpful if they ask experienced teachers for their insights and opinions.
_DRCLARK_JOHNDOE_MODULE1.doc
Save the Student Book on your computer and complete the assignments on the document and then email it to your teacher.
INDEX
STUDENTBOOKS (Click here to download)
RESOURCES
BIBLIOGRAPHY
REFERENCE LINKS
Module 1: Learning English in subject classrooms
MODULE1A Intended learning outcomes for Module 1
MODULE1B Introduction
MODULE1C Learning English in the subject classrooms
MODULE1D Activity 1: How can we help them to understand?
MODULE1E What are the needs of EAL students in subject classes?
MODULE1F Activity 2: Teaching language skills across the curriculum
MODULE1G Task 1: What language skills are necessary in subject classes?
MODULE1H Activity 3: Strategies that support language learning in subject classes
MODULE1I Task 2: Supporting EAL students across the curriculum
MODULE1J What have you learned?
MODULE1K Congratulations
Module 2: Acquiring higher-level English
MODULE2A Intended learning outcomes for Module 2
MODULE2B The need to acquire higher-level English
MODULE2C Task 3: What level of English do EAL students need?
MODULE2D Assessing the level of difficulty of classroom activities
MODULE2E Activity 4: Assessing the level of language needed to complete a task
MODULE2F Activity 5: Why do some EAL students stop too soon?
MODULE2G Activity 6: Investigating strategies that promote higher-level learning
MODULE2H Task 4: Putting a strategy into practice
MODULE2I What have you learned? Evaluation of your learning for Module 2
MODULE2J Congratulations
Module 3: Questioning and grouping strategies
MODULE3A Intended learning outcomes for Module 3A
MODULE3B Questioning EAL students
MODULE3C Activity 7: Observing EAL pupils in whole-class discussions
MODULE3D Activity 8: Types of questions
MODULE3E Activity 9: Managing a whole-class discussion
MODULE3F Why grouping is good for EAL students
MODULE3G Task 5: EAL students and collaborative learning groups
MODULE3H What have you learned? Evaluation of your learning for Module 3
MODULE3I Congratulations
Module 4: Planning a new unit of study
MODULE4A Intended learning outcomes for Module 4
MODULE4B Planning a new unit with EAL students' needs in mind
MODULE4C Making the planning process work for your school
MODULE4D Activity 10: What's important for EAL students?
MODULE4E Task 6: Planning for the needs of EAL students – the first stages
MODULE4F Activity 11: Building on EAL students' prior knowledge and experience
MODULE4G Task 7: Planning the introductory phase
MODULE4H Task 8: Preparing supportive materials
MODULE4I Grouping and assessment
MODULE4J Activity 12: How you assess EAL students
MODULE4K What have you learned? Evaluation of your learning from Module 4
MODULE4L Congratulations
Module 1: Learning English in subject classrooms
MODULE1A Intended learning outcomes for Module 1
By the end of this module, you should:
- understand how to include early learners of English in classroom activities
- be aware of the language skills that EAL students need to acquire
- know how to help EAL students learn the language skills needed in his classes
MODULE1B Introduction
For the purpose and duration of this course, we will use EAL (English as an Additional Language) as the accepted umbrella term for all programs serving the use and study of English by speakers/readers with different native languages. No matter which acronym (ESOL, ELL, ESL, TESL, ELT or EAL) your school district or state uses, there are suggestions, materials and further researc h common to the implementation of a successful program.
This course will help you understand the sorts of teaching and learning that are best for EAL students. While this course stands alone, it complements another of our online courses: Understanding English as an additional language and bilingualism, a course designed to help school staff understand what it means to live and learn in two languages.
Your observations of your chosen class will give you insights about how EAL students feel. You'll be asked to assess when EAL students are able to participate in the work of the class. You'll also be asked to note what makes them "switch off'" and give up the struggle to make sense of what they see and hear.
With this information, you'll be in position to plan and practice a range of teaching strategies that will support your EAL students. It's a challenging but rewarding task to learn how to include these students in the academic school program
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MODULE1C Learning English in the subject classrooms
EAL students need to learn English for a variety of reasons. First, they need to learn some basic words and sentences to survive in school. They need to recognize the phrases that announce events in the school day. They must know how to ask to go to the bathroom. They need to be able to get safely to and from school.
Next, they need to acquire the social language that allows young EAL students to play in the playground and older students to become part of a group. This language also allows students to join in the talk that takes place between lessons and in extra-curricular activities. EAL students "pick up" this language because they hear the words and phrases used in real-life situations. They see that certain actions are associated with certain bits of language.
The language they need to participate in the curriculum can't just be picked up - classroom and subject teachers are responsible for teaching these specific language skills. This module is designed to help you meet this challenge.
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MODULE1D Activity 1: How can we help them to understand?
This Activity is designed to help you reflect on strategies that help EAL students at a very early level of competence in English. The aim is for you to understand how you can include EAL students in the daily routine of the class.
As preparation for this course, you were asked to observe EAL students. Continue these observations throughout the course. It's best if the pupils use English at different levels of competence.
Using your observations, and drawing on your own experience, give your initial response to the questions posed in your Student book (1).
Then read Resource 1: Strategies that help beginner learners of English. It's a list of useful strategies compiled by an experienced EAL teacher and could aid your observations.
Most of the Activities and Tasks in this module deal with teaching and learning in the classroom. Administrators and members of the leadership team can skip Activities and Tasks that are too difficult, or impossible, for them to complete.
Return to your Student book (1), and reflect on your own practice. Do you already use these strategies to include EAL students? Can you think of a situation where you could help a particular EAL student by using one of these strategies?
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MODULE1E What are the needs of EAL students in subject classes?
You've just seen how you can help early EAL learners make sense of what's going on around them. Now consider how you can help EAL students in a more substantial way in his classes.
Research and experienced teachers tell us that EAL students learn English best when they take part in meaningful and purposeful activities. EAL students learn more English when they concentrate on what they want to achieve, rather than thinking about how to construct a sentence in English.
EAL students need to understand and take part in all the activities of the school day, including the subject classes. In this way, they hear and read the sort of English they need to acquire to participate fully in the curriculum. If the teacher doesn't use strategies that help EAL students to understand what's going on they lose this chance of using meaningful English.
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MODULE1F Activity 2: Teaching language skills across the curriculum
In your Student book (2), reflect on what you've seen taking place in two or three different subject classes. Have you noticed that students need to read for information in most subjects? Or that they need to know how to take part in collaborative groups? How do teachers help EAL students take part in these activities?
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MODULE1G Task 1: What language skills are necessary in subject classes?
What language skills do EAL students need to master in order to achieve success in subject classes?
To complete this task, draw on your previous observations and make new class observations where necessary. Ask colleagues for their opinions. The aim is to recognize the main areas in subject classes where EAL students need special help in learning how to function in English.
Print off Resource 2. Indicate with a check mark the specific language skills needed.
Then, once you've had a chance to discuss your ideas with colleagues, answer the questions in your Student book(3).
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MODULE1H Activity 3: Strategies that support language learning in subject classes
In your Student book (4), reflect on any teaching strategies you've observed that help EAL students with their language learning. You're looking for effective ways of teaching the language skills they need for each subject. Note down the ways that teachers integrate teaching EAL students with the needs of the rest of the class.
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MODULE1I Task 2: Supporting EAL students across the curriculum
This task is designed to help you recognize some of the ways that teachers can help EAL students in class. The focus is on strategies that make content understandable to EAL students. It's also on techniques that build their understanding of the skills they need in a subject class.
Print out Resource 3, and answer the questions based on your own experience, and from asking your colleagues about the supportive strategies they employ. You might like to observe a colleague to get some ideas. If you do, remember to explain to them that the observation is part of a professional development opportunity.
We suggest you work through the questions on Resource 3 first, here in front of the screen, and for some ideas, look at the following Resources:
Resource 4: A helpful classroom environment
Resource 5: Different expectations about teaching and learning
Resource 6: Making connections
Resource 7: Modeling how English is used
Resource 8: Step-by-step support for language teaching
Resource 9: EAL students and information technology
Summarize your findings in your Student book (5).
MODULE1J What have you learned?
Look again at the intended learning outcomes for Module 1. By the end of this module you should:
understand how to include early learners of English in classroom activities
be aware of the language skills that EAL students need to acquire
know how to help EAL students learn the language skills needed in subject classes
How much has this course helped you to achieve these outcomes? Make your comments in your Student book (6) and e-mail your comments to your instructor.
BACK TO INDEX
MODULE1K Congratulations
Module 2: Acquiring higher-level English
MODULE2A Intended learning outcomes for Module 2
By the end of this module, you should:
- be aware that many classroom activities require students to function at a high cognitive level
- know how to assess the language difficulty of common classroom activities
- understand why some EAL students don't acquire higher-level English
- understand the strategies that enable EAL students to participate effectively in all the activities of the classroom
BACK TO INDEX
MODULE2B The need to acquire higher-level English
In Module 1, we developed the idea that teachers need to act in certain ways to include EAL students in the learning of the class.
In this module, you're going to reflect on the sort of English that EAL students must learn to be successful in the classroom. You're going to investigate why some EAL students never reach this level and will find out what you can do to ensure that more EAL students reach this higher level of English
MODULE2C Task 3: What level of English do EAL students need?
The aim of this task is to find out whether some classroom activities need a different sort of English from others. Whatever age of student you work with you'll be able to find evidence that students need to use a higher level of English for many classroom activities. Read Resource 10 for further information.
Think back to the observations gained during your preparation for this course and make further observations if necessary. Look out for discussion and extension activities that take place in a whole-class setting or within small learning groups. Use Resource 11: Looking at levels of English to help you to make useful notes.
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MODULE2D Assessing the level of difficulty of classroom activities
Dr. Jim Cummins is a famous name in research about learning an additional language. He has written and presented many works on second language learning and literacy development and has created a grid that shows teachers how to assess the language needs of common tasks. He makes a useful distinction between concrete tasks and conceptual tasks. Have a look at diagram 1 in Resource 12: The level of language needed to complete a task.
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MODULE2E Activity 4: Assessing the level of language needed to complete a task
Read both the diagrams in Resource 12. Diagram 1 shows you a version of Cummins' grid while diagram 2 shows you where to place real-life classroom activities on the grid.
Use your Student book (7) to assess the tasks and activities that are part of the learning in your school. Look at the different phases of teaching a topic in one of the subjects in your school's curriculum. Note the typical tasks and activities used to teach the topic. Assess these tasks and activities according to Cummins' Grid.
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MODULE2F Activity 5: Why do some EAL students stop too soon?
In your Student book (8), reflect on what you've observed. Consider why some students find the higher-level language needed for complex activities so difficult. Why do they stop too soon in their learning of English?
When you've written down your own thoughts, click on Resource 13 to learn more about the topic.
MODULE2G Activity 6: Investigating strategies that promote higher-level learning
Reflect on the class you were asked to observe in your preparation, or if necessary, observe another class. How did the teacher include EAL students in the higher-level learning activities of the class?
Using these observations, answer the questions in your Student book (9). Then read the short notes on each of the strategies in Resources 14 - 18.
Resource 14: Using the home language
Resource 15: Using diagrams and other visual supports
Resource 16: Using questioning
Resource 17: Using grouping strategies
Resource 18: EAL students reflecting on their own learning
After looking at the Resources, return to your Student book (9) and add to or amend the answers you gave.
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MODULE2H Task 4: Putting a strategy into practice
Now you need to outline the steps needed to put one of the strategies discussed in the previous Activity into practice. Talk to an experienced colleague about carrying out this task. Print out Resource 19 on which you can write down your step-by-step outline.
You don't need to write a whole lesson plan, just the steps needed for using the strategy in one activity. Read Resource 20 for some ideas.
Use what's presently going on in your classroom to give this task a real-life basis. If possible, try out your instructional plan on EAL students. Record the results of your teaching on your Resource 19.
MODULE2I What have you learned?
Evaluation of your learning for Module 2
When you've worked through the activities and tasks in this module, please look again at the intended learning outcomes for Module 2.
By the end of this module, you should:
- be aware that many classroom activities require students to function at a high cognitive level
- know how to assess the language difficulty of common classroom activities
- understand why some EAL students don't function at a high cognitive level in English
- understand the strategies that enable EAL students to participate effectively in all the activities of the classroom
How much has this course helped you to achieve these outcomes? Make your notes in your Student book (10) and e-mail your comments to your instructor.
BACK TO INDEX
MODULE2J Congratulations
Module 3: Questioning and grouping strategies
MODULE3A Intended learning outcomes for Module 3By the end of this module, you should:
- understand how questioning can be used to help EAL students express their thoughts in English
- understand how different levels of questioning help EAL students to engage in higher-level thinking
- know how to include EAL students in whole-class discussions
- be aware of the value of including EAL students in collaborative learning groups
BACK TO INDEX
MODULE3B Questioning EAL students
Questioning EAL students is a powerful means of supporting and extending their progress in English. Carefully targeted questioning allows EAL students to take part in whole-class discussions. As their English develops, questioning is a key strategy in encouraging higher-level thinking.
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MODULE3C Activity 7: Observing EAL pupils in whole-class discussions
For this Activity, use your observations of your chosen class. Note down and reflect on the types of questions that a teacher asks EAL students. Try to distinguish between questions of fact and questions that require EAL students to think at a higher level. Note your answers in your Student book (11).
If you feel you've not done sufficient observation, set up some time to do this with colleagues.
BACK TO INDEX
MODULE3D Activity 8: Types of questions
Your answers to the questions in the previous Activity will have made you aware of some of the issues in questioning EAL students. Use Resource 21: Questions at different levels - primary if you teach students up to 11 or 12 years old and Resource 22: Questions at different levels - secondary if you work with older students. These resources will show you how different levels of questions require EAL students to engage in different levels of thinking.
Now take a story or topic and compose questions about it yourself. The aim is to ask questions at increasing levels of difficulty, using the types of questions in Resource 21 or Resource 22 as a model.
Set out your answers in Student book (12).
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MODULE3E Activity 9: Managing a whole-class discussion
Read Resource 23: Managing a whole-class discussion.
Then, use your Student book (13) to record your own observations and any new information to write down your thoughts. What ground rules need to be in place for all students to be included in a whole-class discussion.
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MODULE3F Why grouping is good for EAL students
You've spent some time in considering how to include EAL students effectively in a large group. Now you're going to investigate the possibilities of grouping EAL students in different ways
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MODULE3G Task 5: EAL students and collaborative learning groups
The aim of this task is for you to investigate three questions:
- Why should you place EAL students in groups?
- How should you decide where to place EAL students?
- How should you manage the groups so that all students learn effectively?
- You'll need to draw on your own observations and talk to experienced colleagues - ask them why and how they group their students. How do they ensure that all the students in a group gain from working collaboratively?
Read Resource 24: EAL students and collaborative learning groups, which discusses the above questions in more detail.
Then answer the questions in your Student book (14). The aim is for you to look at the teaching and learning issues related to grouping. It's also important that you understand the practical aspects of managing collaborative learning.
BACK TO INDEX
MODULE3H What have you learned?
Evaluation of your learning for Module 3
When you have worked through the Activities and Tasks in this module, please look again at the intended learning outcomes for Module 3.
By the end of this module, you should:
- understand how questioning can be used to help EAL students express their thoughts in English.
- understand how different levels of questioning help EAL students to engage in higher-level thinking
- know how to include EAL students in whole-class discussions
- be aware of the value of including EAL students in collaborative learning groups
How much has this course helped you to achieve these outcomes? Make a note in your Student book (15) and e-mail your comments to your instructor.
BACK TO INDEX
MODULE3I Congratulations
Module 4: Planning a new unit of study
BACK TO INDEX
MODULE4A Intended learning outcomes for Module 4
By the end of this module, you should:
- understand how to use a range of strategies to support EAL students in the classroom
- know how to plan for the needs of EAL students
BACK TO INDEX
MODULE4B Planning a new unit with EAL students' needs in mind
In the first three modules, you learned about some key strategies that support EAL students in the classroom. In Module 4, you'll put this knowledge to practical use.
Reflect on the teaching and learning that goes on in your school. Choose one of the units that students study every year. You'll use this unit of study as the basis for your work in this module.
The aim is for you to plan how you would teach this unit. The emphasis will be on the needs of the EAL students in the class. In the light of your new understandings, consider their needs throughout the learning process.
Administrators and members of leadership teams can use this module to understand how planning practices need to change in schools that contain EAL students. They should skip the tasks that they can't complete.
MODULE4C Making the planning process work for your school
You should make the work in this module as useful as possible. For this reason, you should use your school's current planning approach. Use the layout of your school's planning document and write your notes using your school's terminology for different parts of the learning process.
You may have to add new sections. Maybe your school's planning document doesn't include enough space for the special needs of EAL students. You'll need to be flexible. The aim is for you to understand how your new knowledge will alter the way you plan your work in the classroom.
If your school's planning document is not useful for your work in this module, use the planning template in Resource 25: A template for planning a unit of instruction.
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MODULE4D Activity 10: What's important for EAL students?
When you start to plan, first decide what you want to include. What are the key areas where you need to pay special attention to your EAL students?
Make notes in your Student book (16) about these key areas. What makes learning difficult for EAL students? What do you need to include in your planning to answer EAL students' needs? Include what you have observed and what you have learned in this course.
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MODULE4E Task 6: Planning for the needs of EAL students – the first stages
Decide which unit of study you're going to plan for. Note down your thoughts in your Student book (17) under these four headings:
- Planning a unit of study
- Language skills
- Pre-teaching
- Using EAL students' home languages
The notes should give an outline of how you would plan for EAL students in these areas.
Read Resource 26: Planning for the needs of EAL students - the first stages for some more pointers.
Now it's time to write your plan. Use your school's usual planning document if it fits well with the headings for this task. If not, you can use the planning template Resource 25: A template for planning a unit of instruction.
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MODULE4F Activity 11: Building on EAL students' prior knowledge and experience
Before you move on to the next phase of planning, consider why building on EAL pupils' prior knowledge and experience is such a valuable strategy.
Make notes in your Student book (18) about what you've found out in this area. How can you use EAL pupils' prior knowledge to help them understand the facts and concepts relating to a new unit of study?
Then read the extract in Resource 27 for more information and ideas. Update your thoughts in your Student book (18) if you wish
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MODULE4G Task 7: Planning the introductory phase
Go to your Student book (19) to plan how you're going to introduce the new unit of study to the class. It's split into the following three headings to help focus your thoughts:
- Introduction
- Making connections
- Building on prior knowledge and experience
For some ideas, read Resource 28: Introducing the unit to the class.
Now, using your school's planning document or the template in Resource 25, write your plan for introducing the unit of study to the class.
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MODULE4H Task 8: Preparing supportive materials
Read Resource 29 to find out how to make key word lists useful.
Then read Resource 30: Preparing supportive materials.
Now add your thoughts to your chosen planning document under the headings:
- Key word list
- Materials to support learning
Remember you're trying to do two things. You want to teach EAL students the English language skills they need for the unit of study. You want them to take a full part in the learning of the rest of the class. Your supportive materials need to reflect those two aims.
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MODULE4I Grouping and assessment
There are two further areas on which you need to target your planning. These are grouping and assessment. In Module 3 of this course, you learned about the value of placing EAL students in collaborative learning groups. Now you need to consider assessment.
It's vital that you view the assessment of EAL students as an on-going process. There are two main aims in assessing these students. The first is to find out how much they understand of the learning in the classroom. The second is to measure their ability to function in English in the academic program of the school.
The difficult task is to find ways of assessing an EAL student's level of understanding of a new topic. You want pupils to show you what they know and understand. To do this you have to overcome the problem of their limited English. Your job is to think up assessment tasks that allow EAL students to demonstrate their knowledge without needing to use a high level of language.
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MODULE4J Activity 12: How you assess EAL students
Answer the questions in your Student book (20) to help focus your thoughts on how you assess EAL students. Use your observations and experience to help you.
Resource 31:
- Grouping and assessment gives some suggestions about grouping strategies and assessment.
Now, fill in the last two sections of your chosen planning document under these headings:
- Grouping strategies
- Assessment strategies
You should aim to use this completed document as soon as possible as a prompt for planning new work with EAL students.
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MODULE4K What have you learned? Evaluation of your learning from Module 4
When you've worked through the activities, look again at the intended learning outcomes for Module 4.
By the end of this module you should:
- understand how to use a range of strategies to support EAL students in the classroom
- know how to plan for the needs of EAL students
How much has this course helped you to achieve these outcomes? Make a note in your Student book (21) and e-mail your comments to your instructor.
BACK TO INDEX
MODULE4L Congratulations
Resource 1: Strategies that help beginner learners of English
Getting across your meaning
- speak clearly and slowly, but don't alter the intonation (the tune of your voice) • use short simple sentences
- re-phrase and paraphrase if the pupil does not seem to understand
- repeat useful phrases often
- use consistent phraseology and vocabulary in the first weeks
- don't use slang or too much idiom
- use gestures and body language to get your meaning across
- use real objects to illustrate your meaning
Questioning EAL pupils
- give EAL pupils time to understand a question, to think out the answer and to reply in English
- rephrase other pupils' questions and answers in simpler language
- when you question shy or withdrawn EAL pupils, ask them questions that only need a ‘yes' or ‘no' answer
- limit your questions to early learners of English to questions about fact, relating to a real life object or illustration
Carrying out a task:
- when you want pupils to carry out a task, give them step-by-step instructions as they go along
- don't expect EAL pupils to move on independently to the next step
- or the next task. They will wait for you to tell them
To correct or not to correct?
- don't correct EAL pupils' grammatical errors when they speak • the aim is to let them focus on what they are trying to say
- repeat the sentence correctly and then paraphrase the meaning
Home language input
- try to provide key words relating to a new topic in pupils' home languages
- ask parents to help you to translate vital instructions – about going on a class
- visit perhaps. It will reduce pupils' anxiety if they know exactly what to expect
Homework
- write out your homework instructions in simple English
- don't ask new EAL pupils to do new work for homework, it will worry the pupils and their parents
- check with parents to see that homework is not taking too long
Your attitude
- don't over praise – older EAL pupils, in particular, may feel embarrassed about being singled out for undue praise
- be calm, friendly and supportive – EAL pupils from some cultures are used
- to a more distant relationship with the teacher, they will not feel at ease with too much personal attention
Resources 4
Resource 4: A helpful classroom environment
A helpful classroom for EAL students is one where the teacher and other students support and encourage them as they learn. The classroom needs to be a place where an EAL student:
feels relaxed
- dares to take risks in trying out their English
- is not laughed at for making mistakes
- is supported and guided by a teacher who repeats the phrase or sentence correctly
In an effective classroom, teachers and other students give EAL students time and space to think out answers and make contributions.
Teachers in helpful classrooms only ask EAL students to carry out activities that are within their capability. They model the task and provide step-by-step support to help EAL students complete activities successful.
Resource 5: Different expectations about teaching and learning
The reasons why beginner EAL students can't join in an activity are not always that they don't know enough English. They may not be used to carrying out some of the learning tasks that you expect in your classroom.
These pupils may come from education systems and cultures where they expect teachers to provide most of the information. The role of the student is to listen carefully, to make notes, and to carry out an exercise or activity that uses that information.
As a teacher, you need to demonstrate and model how you expect your EAL students to learn. You'll understand that you need to provide step-by-step support for any activity that requires EAL students to give a personal response or to make independent learning decisions.
Resource 7: Modeling how English is used
Don't be afraid of demonstrating a new use of English to all students – both EAL students and competent users of English. Many students benefit from being reminded about the structure and use of English in a new setting. You can make sure that you challenge all the students by asking questions at varying levels of difficulty.
An effective example of language modeling is when the teacher models a new writing format with young children. Sitting by a white board or flip chart, the teacher explains the layout and type of language that is typical of the new format. The teacher invites the class to contribute words, phrases and ideas that enable them to produce a meaningful piece of writing in the new format. Later, with the use of a frame or pattern, pupils practice the new format independently.
Using the overhead projector is a good way of modeling a new use of language with older students. It's an effective way of demonstrating how to read for information or take notes.
Remember to model different ways of using English in your speaking. Teachers need to explain and demonstrate their thinking processes when they ask for personal responses about a piece of fiction. They also need to place EAL students in small groups with pupils who speak English well. This enables EAL students to hear how English is used in problem-solving and other higher-level activities.
Resource 10: Two readings about higher-level language
From A Parents' and Teachers' Guide to Bilingualism by Baker, C
The difference between conversational language and classroom language
Experts in bilingualism tend to agree that there is an important distinction between conversational language and classroom language. There is a level of language skill required to hold a conversation in a shop, on the street, in the home. A different level of language competence is required to operate successfully in the classroom. Classrooms are more tacit, more complex and more abstract in their language transactions.
In the street, in the shop and sitting [around] at home, language is relatively simple. There are plenty of cues and clues in the environment, plenty of body language, pointing and gesticulating to convey messages and information. There is a level of simple communication that does not require complex language skills.
In the classroom, as children grow older, there are fewer contextual cues and clues. The jargon of science and geography, literature and technology enter. The language of historical and mathematical concepts becomes more complex, requiring a higher level of language competence to decode the messages of the classroom.
What sort of language do they need?
From Second Language Students in the Mainstream Classroom by Sears, C
Some teachers working with second language students in English-speaking classrooms view the process of learning English as a language continuum. Students move from one stage to another until they reach the appropriate level of competence to work unsupported in the classroom. It is common, however, to find second language students who have failed to make the leap to competence in higher-level English. They continue to struggle with tasks such as drawing inferences or making summaries from a non-fiction text and have difficulty in expressing conceptual ideas orally. They need to develop their linguistic and cognitive competence in English.
Resource 14: Using the home language
The home language can be an important tool in helping EAL students take part in higher-level activities, particularly when they have developed their home language to a high enough level.
Materials, including CD-ROMs, in the home language help EAL students to understand the basic concepts related to a topic. They can use this understanding in their home language to help them take part in conceptual activities in English. They only have to learn the English needed to express themselves. They already understand about conceptual language.
Resource 15: Using the home language
Diagrams, webs and flow charts are a valuable way of giving EAL students an understanding of a key concept. They should include enough key words for EAL students to make sense of what they see. These key words should relate to the language spoken in class and used in texts.
Visual supports help EAL students to follow class talk about the topic. They help students to recognize the words that carry important information. Look in textbooks to find diagrams and other illustrations that you could use for this purpose.
Resource 16: Using questioning
Asking questions in a carefully structured way helps EAL students to use higher-level English. Spoken or written questions can move EAL students on from working only with facts to thinking conceptually.
Resource 17: Using grouping strategies
It's valuable to place EAL students in groups with capable English speakers for two main reasons. It demonstrates to EAL students how to solve a problem or carry out another higher-level activity. It models the English they need to contribute in a collaborative learning group.
Resource 18: EAL students reflecting on their own learning
Asking EAL students to speak or write about their own learning is a valuable activity. They need to think conceptually about what is effective learning. They need to use conceptual language when they reflect on how their learning is progressing.
Student self-assessment is a useful assessment tool. Writing and talking about how much they understand of a topic is a vital part of student self-assessment.
Resource 26: Planning for the needs of EAL students – the first stages
Planning a unit of study:
- Focus of study
- Intended learning outcomes for all students
- Specific learning outcomes for EAL students
Language skills:
- What special language skills do students need to participate in this unit of study?
- How do you plan to include the teaching of these language skills in your overall scheme?
- Pre-teaching: What can you do to prepare EAL students for this unit of study?
Liaise with your EAL specialist
- Ask them to pre-teach the basic facts relating to the unit of study
- Ask them to use the same key words that you will use in class
- Agree the step-by-step approaches that you will both use to teach the specific language skills needed for this topic
Using EAL students' home languages:
- If they've studied this topic before, do they still have school notebooks they could refer to?
- Does the school library have encyclopedias and other texts in students' home languages?
- Have you talked to parents about resources in the home or at home language libraries?
Do you have bilingual assistants? Ask them to prepare bilingual word lists.
Resource 28: Introducing the unit to the class
Introduction:
- Can you use real objects to introduce this unit of study?
- Can you introduce this unit via another unit of study in this or another subject class?
- Can you use film or video?
- Can you use music or art or dance?
- Can you find a CD-ROM that would introduce the topic?
- In what ways do your students learn? Do you need to tap into their learning styles?
- Making connections:
- Can you connect the study topic to previous learning?
- Can you connect the study topic to an event or happening in school?
- Does the study topic relate to something in the news?
- Does the unit of study connect to topics in other subject classes?
- What special language skills do students need to master for this unit of study? Have they learnt these skills in other subject classes?
- Can you make grammar or spelling connections with other study topics or literacy teaching?
- Building on prior knowledge and experience:
- Have EAL students studied this topic in a previous school? What can they contribute?
- Do they have some interesting personal experience relating to this unit of study?
- Does the unit of study connect in some special way with their country of origin or culture?
Resource 29: CLICK HERE TO DOWNLOAD
Resource 30: Preparing supportive materials
Drawing up key word lists:
- choose the words that are essential for an understanding of the topic
- choose the words that figure in your core texts
- use these words in bold on any supportive grids or frames
- If possible, ask bilingual assistants or parents to draw up bilingual word lists
- try to illustrate the meaning of the words or place the words on a diagram or flow chart
Planning materials to support learning:
- decide how you'll teach new language skills
- use the overhead projector or a shared writing strategy to take students step-by-step through a new way of using English
- provide grids, frames and effective questions to lead EAL students through the unit of study
- find flow charts, diagrams, graphs and charts in information books that illustrate content in a graphic way
- use the same key words in all your materials and class talk
Resource 31: Grouping and assessment
Grouping strategies:
- How can you group students so that their learning is supported and enhanced?
- Where will you place your EAL students?
- Can you design collaborative tasks that extend the understanding of the unit of study?
Assessment:
- Look at the intended learning outcomes for all students and EAL students
- How can you check EAL students' understanding when their English is not very advanced?
- Ask the class to write its own assessment criteria. Simplify the wording for EAL students. This way they'll be able to measure their work against the criteria.
- Give them more time to complete the same assessment task as other students
- Consider asking them to write down all they know about the topic
- Ask them to fill in a flow chart or grid to show their understanding
- Assess their learning via multiple choice questions and answers
- Make sure you monitor each student's contribution to the work of a collaborative group
- Remember that it's more important to assess their level of understanding than to give them a final mark or grade
- Find time to ask EAL students about how they view their leaning of a new topic
BIBLIOGRAPHY
Author: DfES
Title: Auditing a subject in Key Stage 3 (2001)
Publisher: DfES
ISBN: DfES 0083/2001
Author: Drakeford, B and Cooling, J
Title: The Secondary Whole-school Audit (1998)
Publisher: David Fulton
ISBN: 1853465585
Author: Fleming, P
Title: The Art of Middle Management in Secondary Schools (2000)
Publisher: David Fulton
ISBN: 1853466239
BACK TO INDEX
Author: Hedger, K and Jesson, D
Title: The Numbers Game (2001)
Publisher: University of York
ISBN: 0953629910
Author: MacBeath, J
Title: Schools Must Speak for Themselves: The Case for School Self-evaluation (1999)
Publisher: RoutledgeFalmer
ISBN: 0415205808
BACK TO INDEX
Author: MacBeath, J and Mortimore, P eds.
Title: Improving School Effectiveness (2001)
Publisher: Open University Press
ISBN: 0335206875
Author: McCall, C and Lawlor, H
Title: School Leadership: Leadership Examined (2000)
Publisher: TSO
ISBN: 0117026123
Author: Ruding, E
Title: Middle Management in Action: Practical Approaches to School Improvement (2000)
Publisher: RoutledgeFalmer
ISBN: 0415231558
REFERENCES
Name: Center for Applied Linguistics
Description:This American site covers a wide range of EAL/ESL topics.
URL: http://www.cal.org
Name: The Educator's Reference Desk
Description:This American site is a clearing house on all aspects of
education, where you can find resources relating to your chosen topic.
URL: http://www.eduref.org/
Name: National Association for Language Development across the Curriculum (NALDIC)
Description:This site has an excellent list of practical books and handbooks
to help classroom teachers working with EAL pupils.
URL: http://www.naldic.org.uk
Name: The EAL Handbook
Description: "Advice to schools on programs for supporting students learning English as an Additional Language"