2 February 2012
AIMS
1) Consider second language acquisition 2) Look at how to assess progress
3) Look at how to support the learning and
understanding of EAL pupils
Stages of English Language Acquisition
1) New to English
2) Becoming familiar with English/
Early Acquisition
3) Becoming confident as a user of English / Developing competence:
4) Competent (user of English in most social and learning contexts)
5) Fluent
1)Little receptive and productive skills
2) Experimenting with grammar, produces more language but with errors
3) More confident, less errors, wider vocabulary
4)Engages well with class content/language
5) Native-like fluency when speaking, still needs
language refinements
SILENT PERIOD
Some new pupils are unwilling to talk although they take part in most class activities
A silent period can last for quite a long time
During the silent period the pupil absorbs a great deal of language
Normally the pupil will begin to talk when he/she develops confidence and feels ready
Inclusion in small group activities such as games and practical tasks can help develop confidence
If teachers are concerned because the silence
continues they should consult the EAL teacher
One language processing unit
Previous learning → New understanding
Language 1
Language 2
BICS Basic Interpersonal Communicative
Skill
1-3 years to acquire
CALP
Cognitive and Academic Language Proficiency
5 + years to acquire
Two types of language
What is learning
by immersion?
floundering
terrified
helpless
-but lonely
comfortable
able to take risks
and be included
independent
INCLUSION
supports
IMMERSION
Profile of EAL Competence
•Look at the profile grids and strategies for reading
•Think of a pupil you know. Complete the profile
•Choose three strategies you could use to
support the student
“ - Techniques depend on child feeling secure and included in new environment.
-Teachers must find ways of getting children
involved – leaving them on their own to figure it out is not appropriate.
- Without comprehensible input second language learning is difficult. “
(Tabors – “One child two languages”)
C
A D B
BICS (SOCIAL)
CALP (ACADEMIC)
↑
→ → →
X
CUMMINS’ MODEL OF ACADEMIC LANGUAGE PROGRESSION
DARTS – Direct Activities Related to Text
(Scaffolding ) some examples
Literature
Geography
History
Describing Evaluating Expressing feelings
The top/bottom of the hill… the hillside..
The scenery….down by the river
beautiful, rugged,rolling hills, isolated, bleak, grandeur
The peak…the slope…the valley…the riverbank…rainfall…erosion
steep, contours,features caused by…occurs when…
Naming Locating Describing Cause and effect
Naming Locating Describing Deducing
Hypothesising
Hilltop…slope…valley…riverbank….
hillfort..fortification…rampart…village…dwellings defence…safety…shelter
was probably…could have been …most likely because…
Function and Form changes with subject
•Visual organisers e.g. tables, charts, diagrams
•An aid to present information clearly
• Help pupils’ conceptual development
•An aid to present information clearly
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
