29 September 2010
AIMS
1) Consider second language acquisition 2) Look at how to assess progress and
support the learning 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) produces more language but with errors 3) less errors, more vocabulary
4)engages well with class content/language 5) native-like fluency, 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
“ - 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”)
Cummins’ Model of Academic Language Progression
C
D A
B
(concrete)
(not much thought)
(abstract) (deep thinking)
C
A D B
BICS (SOCIAL)
CALP (ACADEMIC)
↑
→ → →
X
CUMMINS’ MODEL OF ACADEMIC LANGUAGE PROGRESSION
Scaffolding for each stage
C
D A
B
Observing demonstration Multiple choice questions
Matching pictures to key words Narrating own experience
Colouring in using prompts in English Finding single words in text
.
No scaffolding required as tasks do not encourage cognitive or
linguistic development Cloze without answers
Multiple choice predictions / opinions Models and visuals for imaginative writing
Questions to support note taking writing frame
Extending story Multiple choice questions
Cloze with answers Creating a mind map
Sequencing a familiar story Classifying activities
Tops and tails matching
Finding information or phrases in text writing frame
Exercises based on pupil’s own work
