2. Information for School/Mentor/Tutor 4

Co ntents

This document is a work in progress and was developed by Judith Flynn and modified by Jonas Thiel. N/B Some of the activities and accompanying information are adapted from Activities for PGCE students devised by Sneddon (2012). Contributions from students, teachers, mentors, tutors etc. are welcome and anyone who contributes will be acknowledged. Please contact [email protected] 1. Introduction

The aim of this portfolio is to equip Manchester Met student teachers to:

Support bilingual pupils by promoting a view of bilingualism/multilingualism as cultural capital; Support language development of all learners, including learners at various stages of bilingualism;  Support all learners for a life in a multilingual world.

This portfolio follows a model successfully developed in a number of pilot schools and functions as an important link between university-based education and school based training. Before moving on, we believe that it is important to clarify a few significant points:

Firstly, it is important to note that we use the notion of EAL learners interchangeably with the government definition of a bilingual (or multilingual) learner. EAL learners are, hence,

‘all pupils who use or have access to more than one language at home or at school – it does not necessarily imply full fluency in both or all languages.’ (DfES 2003, cited in British Council, 2016: online)

In fact, we prefer the notion of Bilingual Learners to that of learners of EAL (as is also reflected in the title of this portfolio). There are three main reasons for this. To begin with, we believe that the notion of Bilingual Learners more adequately captures the complexity of the multiple ways in which children and adolescents acquire English as an additional language. Moreover, we hope that the word-choice “Bilingual Learners” expresses the fact that bilingualism in the UK is only one specific example of bilingualism more generally. In other words, it situates bilingualism in a global context. Most importantly, however, we hope that the terminology of “bilingual learners” more readily expresses one crucial fact: bilingualism is an asset (and not a deficit) and it is our task as teachers to try to ensure that bilingual children develop in all of their languages and not just in English.

Secondly, bilingual learners can be categorised into two broad groups: children who grow up with two languages from birth (simultaneous bilinguals) and children who learn English after learning their first language (sequential bilinguals). The exact point at which simultaneous bilingualism stops and sequential bilingualism starts is, however, subject to substantial debate in the research community. We will use McLaughlin’s (1984) definition which argues that a child can be considered a sequential bilingual if she acquires the second language after the age of three1.

Lastly, while you will have the opportunity to engage with a multitude of academic research in the body of this portfolio, we believe that two research findings deserve their place in this introduction.

1 De Houwer (2005), on the other hand, suggests that this cut-off point is significantly earlier and sets it at about 1 month. 1. The role of the first language for sequential bilinguals is paramount. Hence, the often encountered (but ill-founded) advice to parents of bilingual children to speak English at home is not only counterproductive, but also poses a threat to the cognitive and linguistic development of bilingual children due to the dangers of so called subtractive bilingualism (e.g. Cummins, 2000; King and Fogle, 2006; Wright et al., 2000) . In other words, please advise parents of bilingual children to speak their first language to their children in order to foster additive bilingualism.

2. A full bilingualism/multilingualism promotes (certain) cognitive skills (cf. Bialystok, 2001). This means that the conception that bilingualism leads to long- term confusion and reduced cognitive performance is, put simply, wrong. Again, the only danger that remains is not fostering the first language development of our pupils.

By providing you with this portfolio, we therefore hope to contribute to an emerging understanding of the radical complexities involved in bilingual language development as well as supporting you in the quest to become the critical, reflexive and inclusive teachers you deserve to be and who children deserve to be taught by. 2. Information for school/ mentor/tutor (PGCE Secondary)

As far as possible, the school/ mentor/class teacher/ school-based EAL specialist is invited to

 Support the student(s) to undertake a school task (section 4) and activities (section 5) to show how their schools meet the needs of their diverse populations. The student will need to take the initiative to observe and discover information relevant to diversity. This will include looking at areas such as ethos, policies, admissions, statistics, displays, teaching, staffing, links, curriculum and parental involvement.

 If possible and appropriate, arrange, , for the student(s) to observe, plan, teach and evaluate a lesson for a target group2 of children that includes one or more bilingual children (not necessarily recently arrived). This also includes for the student to consciously make explicit reference to language development and curriculum needs (in accord with the guidance and documents in the appendices).

 Observe the student(s), providing written feedback (Appendix 2) and engaging in a discussion around issues relevant to EAL and diversity.

2 Most schools now have at least one bilingual family within the school and although a recently arrived pupil probably has more obvious needs, any child who is bilingual can be included in the target group, to develop a nuanced understanding. 3. Guidance for student (PGCE Secondary)

The EAL portfolio intends to support you in developing a critical understanding of the language development needs of all learners, including the needs of bilingual learners. With this in mind, the portfolio includes a school task and a range of suggested activities. Both the school task and the activities will be helpful for your future career as an inclusive teacher. Please note the following:

 Please try to complete the school task, where your school context allows for this.

 In addition to the school task, try to complete some of the activities, as appropriate and where your school context allows for this. These can be undertaken either on your own or in partnership with others during (or after) the placements. The activities will assist you in considering the range of aspects that are important for meeting the specific needs of EAL pupils.

 You are responsible for the initiation and completion of the school task and the other related activities. The portfolio will then serve as a record of this.

 You can also add extra sheets to record additional experiences and/or academic reading.

Please also note that the portfolio can significantly assist you in your writing of assignments that reflect on the inclusion and teaching of bilingual learners, e.g. The Inclusive Learning Assignment. 4. School Task. Observing, planning and teaching a lesson to demonstrate inclusive teaching of EAL (individual or group)

Please Note: Alternatively, you could reflect and evaluate on a lesson you have already taught. Please see the EAL lesson plan (Appendix 1) for strategies and the EAL Lesson Observation form (Appendix 2) for record keeping.

 You need to ask your subject mentor/class teacher/school-based EAL specialist to arrange for you:

1. To observe a lesson inclusive of an individual or group of bilingual pupils, paying particular attention to the teaching strategies used. This would preferably include a pupil who is new to English, but not necessarily so. (See Appendix 1)

2. To plan and teach a lesson to an individual or group using the usual MMU/your chosen lesson plan pro-forma. Please consult Appendix 1 to support you in this task. In particular, you need to show strategies that seek to develop the children’s academic English, repertoire of language as well as furthering their understanding of curriculum content.

3. Ask your mentor / class teacher to complete an EAL lesson observation form (Appendix 2)

4. Include an assessment of language use (Appendix 3) of a written sample or transcript of spoken language, to comment on text, sentence and word level. Compare this with your peers.

 Evaluation of impact on children’s learning

Following the lesson, with your mentor, evaluate the impact of your teaching, using the EAL lesson plan (Appendix 1). That is, how well did you feel you contributed to children’s access to and engagement with academic language? Did some children respond better than others? What strategies worked best? How did children respond to links to home languages/cultural diversity?

5. Activities: Find out more about …

You can complete the following activities independently from the placement. Try to complete at least three of these activities by the end of the programme. Please ensure to complement your reasoning with observations whenever applicable.

Activity A: Finding out about bilingualism

 Read the following documents: http://www.literacytrust.org.uk/talk_to_your_baby/policy_research/2334_research_the_cogn itive_consequences_of_early_bilingualism http://www.naldic.org.uk/eal-initial-teacher-education/resources/ite-archive-bilingualism

 Read about the dilemmas faced by children (Primary focus):

Rich, S. and Davies, L. (2007)Insights into the strategic ways in which two bilingual children in the early years seek to negotiate the competing demands on their identity in their home and school worlds, International journal of early years education vol:15 iss:1 pg:35 -47

 Answer the following questions, incorporating aspects from the literature.

Do you know anyone who is bi or multilingual?

What are the benefits of bilingualism for adults and pupils?

What can the teacher do to encourage positive attitudes towards community languages? Activity B: Investigate the diversity of children in schools and classes

 Read Chapter 1 in Conteh (2012). Do you think the children in any of the schools you have taught in might fit into any of the following categories of learners (ibid)?

 Second and third generation members of settled ethnic minority communities (advanced bilingual learners)

 Recent arrivals and new to English with little prior schooling

 Recent arrivals and new to English who are literate in their first language(s)

 Asylum seekers or refugees whose education has been disrupted due to war or other traumatic experiences

 Isolated learners in school settings with little prior experience of other bilingual learners

 Children of parents who are studying or working for a short period of time Activity C: Find out about specialist staff

 Where possible, ‘interview the person responsible in your school for coordinating provision for EAL (EAL coordinator, inclusion coordinator, teacher in charge etc.)’ (Sneddon, 2012:7).

 Find out the following information:

1) What staff, if any, ‘are employed in school to support learners of EAL (teachers, teaching assistants, bilingual instructors, bilingual assistants etc.)?’ (ibid) Compare your findings with the this quote:

In 1985 the Swann Report recommended that pupils learning EAL be taught alongside their peers in the mainstream classroom to ensure full access to the curriculum and to avoid stigmatisation. While withdrawal is still practised in many schools for a variety of purposes, it is generally recommended that specialist teachers, where they are available, work in partnership with mainstream class teachers. This involves joint planning and assessment as well as team teaching in the class. Rather than to support a group of children, the expertise of the specialist EAL teacher is harnessed to make the lesson as a whole accessible to the EAL learners in the class, by meeting their specific identified needs. The idea is that all teachers in school should develop strategies to teach bilingual pupils effectively, even when not supported by a specialist. (ibid)

2) Answer these additional questions by Sneddon (2012:7) How is support organised in schools? Are children withdrawn from the classroom? If so, for what purpose and by whom are they taught? Are children supported by a teacher or teaching and learning assistant in the classroom/in a group? Is partnership teaching practised? How do staff liaise, plan and assess?

For additional information, view the following video: http://www.naldic.org.uk/eal-initial-teacher-education/ite-programmes/working-with-others/

3) If your school does not have any specialist support staff, read to find out what possibilities are available: http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher %20Education/Documents/Principles.pdf Activity D: Promoting access and engagement

Investigate how to promote access and engagement of children in the early stages of schooling and Early Years.

 Pupils learn language by interacting with other pupils3. Read Drury (2004), Chapter 3 in Gregory, E., Long, S. & Volk, D. (Eds.) Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. London : Routledge Falmer. (Primary focus)

 How can/does the teacher and other adults promote interaction?

 How can the same principles be applied in later key stages?

 Read the following relevant texts and outline two aspects that you found interesting.

Primary school contexts :

http://www.naldic.org.uk/eal-initial-teacher-education/resources/early-years

http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/early- years

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/ 194179/Early_Years_Foundation_Stage_Profile_Handbook.pdf (Pages 15/16)

Secondary school contexts :

Read Access and Engagement documents in your subject area to find supporting strategies.

http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance

3 These pupils may not yet have the appropriate English themselves. Tabors (1997) refer to this as a double bind which many early stage learners of EAL experience for a period of time (Drury 2004). Activity E. Find out more about Advanced Bilingual Learners and New Arrivals

 Assessment: Use the information on advanced bilingual learners and Appendix 3 for early learners in order to estimate a child’s stage of English development. Discuss this with your mentor (Sneddon, 2012). If you do not have early stage learners in your school use the writing sample below.

 Find out more about New Arrivals: http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and %20Learning/naep.pdf

 What teaching and learning strategies can you use with New Arrivals? (See Appendix 4)

 Note the following quote by Ofsted (2005:1) on advanced bilingual learners:

“Advanced bilingual learners are defined as pupils who have had all or most of their school education in the UK and whose oral proficiency in English is usually indistinguishable from that of pupils with English as a first language but whose writing may still show distinctive features related to their language background.” In addition, Sneddon (2012:14) argues that Advanced learners may have learned to decode print effectively and appear to be good readers, but fail to understand fully what they are reading. You will need to think carefully about the vocabulary and structures that you need to introduce to children to ensure their understanding of a text. Shared and guided reading provide ideal opportunities to do this. Children will also need support in writing: good models and the provision of specially designed writing frames will be particularly helpful.

Also, consult the following link: http://oro.open.ac.uk/25026/1/ (37 – 41)

 What strategies can you use to help Advanced Learners acquire standard written and spoken English?

Other interesting resources:

 Find out about the distinctiveness of EAL theory and pedagogy: http://www.naldic.org.uk/eal-teaching-and-learning/outline-guidance/pedagogy Activity F: Audit of learning environment and curriculum resources inclusive for all children, including bilingual children

Schools respond differently to cultural and social diversity. These views are outlined in Frederickson and Cline (2008) and can be summarised as follows:

 Ignore cultural, social and linguistic differences of children (known as the colour- blind view in the case of ethnic diversity)

 Promote multiculturalism and social diversity and actively celebrate and explore diversity in the curriculum

 View difference as an equality issue and promote equality, anti-racist and anti- discriminatory policies

These views can also be applied to disability, gender and other “protected characteristics” in the Equality Act (2010). All schools have a duty to actively promote equality and are meant to respond to the Act by publishing annual equality targets.

 For more about the debate on multiculturalism read Modood (2006):

http://www.leeds.ac.uk/educol/documents/153854.pdf

Optional reading: Moore (2000) Chapter 4. Teaching, Learning and Culture

 Engage with the Insted website http://www.insted.co.uk/

 Complete an audit of the learning environment (Appendix 5)

o Find out about your schools’ equality policies and targets and report here.

o Find out what languages are spoken by the children in the school or classroom

o What resources are available in the children’s languages (either in the classroom or elsewhere in the school)? (Standard 3) Consider displays, books, dual-text books, tapes, CDs or Talking Pens, posters, software, games etc. (For an idea of the kind of resources that are available, you may want to look at www.mantralingua.com; www.letterboxlibrary.com and other sites)

 From the audit of the learning environment and resources, decide which of the viewpoints summarised above are taken by the school and critically evaluate to determine what the school is doing and/or whether it could to more to promote cultural diversity. How do you think schools should respond to cultural and social diversity? Activity G: Finding out about children who are refugees and asylum seekers, and other vulnerable groups.

 Follow Sneddon’s (2012:18) prompt:

Find out if there are refugee children in your school. What additional support is available to them? Does the Local Authority provide any support for the school? In case there are no opportunities in your placement school to meet refugees, we recommend you make use of the websites below to find out more about the needs of refugee pupils and about strategies recommended to meet them.

 Explore the following sites for their suitability: http://www.naldic.org.uk/eal-initial-teacher-education/resources/refugees http://www.refugeecouncil.org.uk/policy/briefings/2011/smilebriefing_education

 Summarise your findings below. Focus especially on ways how you could educate your class about refugees in order to combat misinformation and stereotypical views. Activity H: Find out about learning to read and write in a first and second language.

 Read the following texts:

1. http://www.naldic.org.uk/eal-initial-teacher-education/resources/eal-literacy

2. Eve Gregory’s classic text “Making sense of a new world” Chapters two and three. (Gregory, 1999)

3. Norah Mc William’s “Rich Scripting” approach in McWilliam (1998: 89) and “Word weaving” (ibid: 173).

4. Moore (2000): Chapter 3.

Reading comprehension is particularly important in learning to read in a second language.

 From your reading and university sessions, what school practices support reading comprehension and what practices may inadvertently detract from the promotion of reading comprehension?

 Vocabulary development is particularly important in the development of literacy. What strategies have you used, or seen used, to explore word meanings? Activity I: What do you do when learners of EAL do not make expected progress?

Bilingual pupils who find work challenging need intensification of high quality teaching of EAL. In particular, they need meaningful work at text, sentence and word level in order to make the necessary connections. They also need opportunities to think in all of their languages.

In addition, it is important to find out as much as possible about the child’s linguistic and cultural background.

 Read Chapter 10 in Frederickson and Cline (2009) Special Educational Needs: Inclusion and Diversity. Berkshire. OUP.

What additional EAL support strategies can you put in place to supplement other learning needs approaches? Appendices Appendix 1. Guidance for observation/ planning

LESSON PLAN PROFORMA with EAL focus

Date Age Group Duration

Prior learning and information from lesson evaluation about children’s knowledge, skills and understanding

How does the student/teacher build on the knowledge of EAL development and cultural backgrounds of children? Specific learning objectives and specific language objectives:

Does the student/teacher identify language at discourse, sentence and word level relevant to curriculum content?

Grouping

Rationale for grouping identified: mixed attainment ; group includes one good model of English; pupils who share the same first language; pupils with shared experiences; pupils with contrasting experiences; attainment grouped; language proficiency

Resources including ICT

Relevant to teaching strategies below

Role of other adults in whole class teaching, independent work and assessment opportunities

(use in conjunction with the planning and feedback sheet for other adults)

Lesson starter: sitting close to focus group encouraging participation; modelling language; using bilingual skills for comprehension/ language awareness Main Lesson: exploring ways of effectively engaging pupils in talk and in extending pupils’ language skills; being clear about learning objective and purpose of lesson; leading a group; moving from group to group Plenary: sitting close to focus children; encouraging responses; reporting on pupil performance and achievement to the teacher Planned Learning Experience Role of the Teacher

Introduction, sustaining, conclusion of the Introduction session What will the teacher be doing to support What will the children be doing to listen, speak, language comprehension, practice and read and write to practise language with session engagement in language and curriculum content content? They could be … learning?  listening to adults and each other Teaching strategies could include …  participating in classroom discussions  visual support, real objects, pictures  using English language in context  key vocabulary, phrases and questions explained, displayed, translated and  using technical and subject specific illustrated language in context  links made to previous knowledge in the  building on previous experiences of subject area language and learning  use of bilingual strategies  confidently using first language to discuss and develop concepts  pupil paired/group discussion in first language  using literacy skills developed in first  adult intervention in first language language  use of dual language resources  involved in meaningful tasks related to the lesson and engaged in class activities  pre-teaching - in first language/ in English  working collaboratively with peers  peer and adult modelling of language  asking questions  planned adult questioning to extend pupils’ language skills and thinking skills  answering questions  talk frames, writing frames  demonstrating learning  pause, prompt and praise  feeling valued as a member of the class  collaborative learning  enjoying and feeling involved  links to pupils’ cultural, religious and  asking questions to clarify and extend linguistic experiences learning  meaningful, cognitively challenging tasks  demonstrating independence  graphic organisers  familiarity with routines and accessing resources  supportive displays  acquiring new knowledge or skills  questions targeted at individuals  showing that they are eager to share and  thinking time given for answers present their work  scaffolding of questions and answers  having opportunities for practice of new relevant to language level language  objectives, task and timing made clear  to ask children to share their methods

Planned assessment of children’s EAL and curriculum content learning –

What aspects of language development (spoken and written) are you intending to monitor?

Evaluation: Children’s Learning of language and content

Your own development Appendix 2: Record of Lesson Observation-English as an Additional language (EAL)

To be used in conjunction with EAL lesson plan prompts

Name of Student: Year Group: ‘ Lesson: Name of School: Date of Observation:

Targets / Particular Focus for observation – Is there evidence PG/BA for language and content conscious teaching for learners Standards with an EAL focus developing EAL?

Professional Responsibilities (Contribution to school life, □ S8a - make a positive contribution to the wider life and ethos of the school Relationship with colleagues, Deployment of additional adults, Communication with parents, Personal professional development) □ S8b - Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support □ S8c - deploy support staff effectively □ S8d - take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues □ S8e - communicate effectively with parents with regard to pupils’ achievements and well-being.

 How is collaboration with and the support of specialist staff, including specialist EAL staff (where applicable) demonstrated?  How is communication with parents from culturally and linguistically diverse communities undertaken?  How effective is the planning and preparation of activities for the support of bilingual and/or specialist teachers or other professionals?  What interventions or focussed teaching for specialist staff are planned?  Are the distinctive needs of bilingual pupils as opposed to those with learning difficulties understood? (adapted from NALDIC 2012) Subject/Curriculum Language and Pedagogical □ S3a - have a secure knowledge of the relevant subject(s) and curriculum Knowledge and Understanding (Quality of subject areas, foster and maintain pupils’ interest in the subject, and address knowledge, Use of Standard English, Clear understanding of use of misunderstandings language and content teaching strategies in mathematics) □ S3c - demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

 Is the importance of teaching language across the curriculum recognised?  Is an understanding of the relationship between language, grammar and vocabulary demonstrated? (This involves the ability to pay attention to the language used in specific subject areas both in the classroom and in teaching materials.)  How is specific attention paid to the needs of bilingual pupils who are learning to read and write in English?  Is the ability to describe language in linguistic terms and to understand the differences between written and spoken language and between everyday communication and academic discourse, demonstrated?  Are the language requirements of particular subjects and topics analysed and activities to meet these planned? (adapted from NALDIC 2012) Professional Skills (Planning, Teaching, Assessment, Planning S2b - be aware of pupils’ capabilities and their prior knowledge, and plan Classroom and Behaviour Management) □ teaching to build on these  Is prior knowledge used to make input in the ‘language of schooling’ comprehensible?  Is an understanding of EAL as well as bilingual learners’ specific educational, linguistic and cultural backgrounds used to plan lessons that draw on their prior knowledge?  Are the needs addressed of pupils who are at different stages in their learning of English; are new to English and the National Curriculum; are refugees or asylum seekers; or who have had a disrupted education.  Are ways of building on pupils’ previous experiences devised, including the use of pupils’ first languages for learning and the use of dual language resources in their teaching?  Are children grouped in awareness of the need for language use and modelling? Are other adults included in planning? (adapted from NALDIC 2012) Teaching □ S4 - Plan and teach well structured lessons □ S5a - know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively □ S5c - demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development □ S5d - have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.  Is language conscious teaching demonstrated that addresses both language and content aims?  Are the language demands of the task identified, modelled and practiced?  What are the strategies used to meet language and content objectives?  How do pupils demonstrate their language and content learning? Are tasks cognitively demanding and context embedded?  Are appropriate visual and auditory resources used to support content learning and are resources and activities developed to meet specific EAL learning objectives. Activities might include the use of multimodal materials such as graphic organisers or co-operative activities with other pupils. (adapted from NALDIC 2012) Assessment, Monitoring & Reviewing □ S6a - know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements □ S6b - make use of formative and summative assessment to secure pupils’ progress □ S6c - use relevant data to monitor progress, set targets, and plan subsequent lessons □ S6d - give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.  Is there an awareness and use of different levels of EAL attainment and formative assessment to note and address particular strengths and gaps in pupils’ linguistic knowledge?  Is there an explicit recasting of pupils’ utterances, the use of suitable questioning and grouping strategies or teaching of key language patterns?  How do students work with other staff and professionals in planning for assessment?  Is spoken and written language assessed and analysed? Is assessment in first language taken into account where appropriate? (adapted from NALDIC 2012) Classroom and Behaviour Management □ S1a - establish a safe and stimulating environment for pupils, rooted in mutual respect □ S1c - demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.  Are expectations appropriately challenging and suitable learning goals set?  Is there an understanding of pupils’ social, cultural and linguistic identities as well as school and societal attitudes and values?  Does the teaching contribute to an ethos of respect of all pupils for diversity?  Are pupils supported in the task which may include: progressing from a radically different starting point from other pupils; learning a new language and learning through a new language; learning the appropriate academic and social practices; and accommodating a new language, values, culture and expectations alongside their existing ones. (adapted from NALDIC 2012) □ S7d - maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.  Are the distinctive teaching approaches above recognised and put into practice? (adapted from NALDIC 2012)

Areas of strength against the Standards

Targets for future action:

Observed by: Appendix 3. Assessment

Qualifications and Curriculum Authority. (2000) A Language in Common: assessing English as an additional language. London QCA pp12-15. http://media.education.gov.uk/assets/files/pdf/a/a%20language%20in%20common %20assessing%20eal.pdf

Extended national curriculum scales - Step assessment (Children developing EAL are not to be assessed using P scales which are for SEN only.)

Listening Speaking

Step 1 Step 1 Pupils listen attentively for short bursts of time. They use non- Pupils echo words and expressions drawn from classroom verbal gestures to respond to greetings and questions about routines and social interactions to communicate meaning. themselves, and they follow simple instructions based on the They express some basic needs, using single words and routines of the classroom. phrases in English. Step 2 Step 2 Pupils understand simple conversational English. They listen Pupils copy talk that has been modelled. In their speech, they and respond to the gist of general explanations by the teacher show some control of English word order and their where language is supported by non-verbal cues, including pronunciation is generally intelligible. illustrations. Level 1 (threshold) Level 1 (Threshold) Pupils speak about matters of immediate interest in familiar With support, pupils understand and respond appropriately to settings. They convey meaning through talk and gesture and straightforward comments or instructions addressed to them. can extend what they say with support. Their speech is They listen attentively to a range of speakers, including sometimes grammatically incomplete at word and phrase teacher presentation to the whole class. level. Level 1 (secure) Level 1 (secure) In familiar contexts, pupils follow what others say about what Pupils speak about matters of interest to a range of listeners they are doing and thinking. They listen with understanding to and begin to develop connected utterances. What they say sequences of instructions and usually respond appropriately shows some grammatical complexity in expressing in conversation. relationships between ideas and sequences of events. Pupils convey meaning, sustaining their contributions and the listeners’ interest.

Reading Writing

Step 1 Step 1 Pupils participate in reading activities. They know that, in Pupils use English letters and letter-like forms to convey English, print is read from left to right and from top to bottom. meaning. They copy or write their names and familiar words, They recognize their names and familiar words and identify and write from left to right. some letters of the alphabet by shape and sound. Step2 Step 2 Pupils attempt to express meanings in writing, supported by Pupils begin to associate sounds with letters in English and to oral work or pictures. Generally, their writing is intelligible to predict what the text will be about. They read words and themselves and a familiar reader, and shows some phrases that they have learned in different curriculum areas. knowledge of sound and letter patterns in English spelling. With support, they can follow a text read aloud. Building on their knowledge of literacy in another language, Level 1 (threshold) pupils show knowledge of the function of sentence division. Pupils can read a range of familiar words, and identify initial Level 1 (threshold) and final sounds in unfamiliar words. With support, they can Pupils produce recognizable letters and words in texts, which establish meaning when reading aloud phrases and simple convey meaning and show some knowledge of English sentences, and use contextual clues to gain understanding. sentence division and word order. Most commonly used They respond to events and ideas in poems, stories and non- letters are correctly shaped, but may be inconsistent in their fiction. size and orientation. Level 1(secure) Level 1 (secure) Pupils use their knowledge of letters, sounds and words to Pupils use phrases and longer statements which convey establish meaning when reading familiar texts aloud, ideas to the reader, making some use of full stops and capital sometimes with prompting. They comment on events and letters. Some grammatical patterns are irregular and pupils’ ideas in poems, stories and non-fiction. grasp of English sounds and how they are written is not secure. Letters are usually clearly shaped and correctly oriented. Assessment (continued)

See the new NASSEA EAL Assessment Framework (published October 2015). (NASSEA – The Northern Association of Support Services for Equality and Achievement)

 This recently published document is a cross-curricular tool that has been linked to the Common European Framework of Reference for Languages and the English National Curriculum. http://www.nassea.org.uk/nassea-assessment-framework.html Appendix 4. Strategies for beginners

STEP ONE STEP TWO

Strategies which have proven effective include  Reinforcing instructions with visual Allowing time for listening and observing support / examples  Using gestures, lots of visuals and  Repeating and highlighting new repetition vocabulary  Access to picture books and dual language texts  Using games requiring talk  Allowing yes/no and one word answers  Encouraging pupils to ask questions  Teaching the names of classroom  Using taped stories /books for objects / equipment individual / pair work  Copying print or overwriting  Matching a word, phrase or sentence  Sequencing pictures with a picture or diagram  Naming and labelling objects  Recording information in  Sorting and matching words and pictures charts/tables/flow diagrams  Taping stories for individual / pair work  Using language games  Writing from a model  Creating opportunities for role play and  Sequencing pictures/sentences drama  Varied comprehension activities e.g.  Pair / group work including use of L1 true/false/yes/ no answers etc.  Greetings  Cloze activities  Survival expressions  Redrafting activities with partners  Pupil looking at your face, nearest you  Speaking to them every lesson –  Story Sacks inclusion  Book making …  Pair / group work in L1 … LEVEL 1 (Threshold) LEVEL 1 (Secure)

 Compiling glossaries / personal Role play, drama dictionaries Dual language texts  Sorting and matching sentences, Use of visual aids paragraphs and pictures Language games and puzzles / word  Locating and selecting information in puzzles dictionaries / reference books Sequencing pictures and sentences  DARTs activities related to information Cloze – syntactic ( deletes one feature e.g. texts pronoun)  Collaborative writing activities Cloze – graphonic ( deletes some letters of  Cloze activities some words e.g. initial clusters or ending  Writing from a model clusters)  Sequencing pictures, sentences and Games involving connectives paragraphs Barrier games  Varied comprehension activities e.g. Sentence puzzles true/false/yes/no answers, multiple Pair / group work in L1 choice etc. Use of visual organisers to order information  Pre-writing activities, brainstorming e.g. tables/ flow diagrams etc. puppetry, formulating questions …  Redrafting activities with partners …

Appendix 5: Learning Environment Audit

During the audit of the school and lesson observations, look for evidence of learning and teaching as well as achievement, celebration and enjoyment of learning. These prompts focus specifically on EAL and supplement other general learning environment audits.

Whole school environment

 The school culture and ethos makes all children and families feel welcomed, safe and valued.  The school culture and ethos celebrates and promotes learning.  Multilingual notices are used to support access to information.  The displays reflect and celebrate diversity.  The displays show links with local communities and promote partnership with families and communities to support learning.  There are facilities for parents/community/carers

Print environment

 Multilingual displays support learning.  There are displays of learning objectives and success criteria for adults and children to refer to throughout a unit of work.  There are learning prompts for curriculum and language: e.g. language structures and key vocabulary for specific purposes, semantic webs, graphic organisers, writing frames and prompts, photographs, diagrams.  Displays show work in progress and completed pieces of work which act as models for learners.  Displays reflect the ethnic, cultural linguistic and religious backgrounds of pupils.  Displays include global perspectives.  Displays challenge bias, racism and stereotyping.  Displays reflect purpose for learning as well as guidance for parental involvement, taking account of the diversity of parents.  Displays are initiated by pupils as well as adults and celebrate collaborative as well as individual work.  Reading materials in the school and class library include positive role models; reflect and value diversity; include fiction as well as non-fiction from a range of cultures (local and global); explore a range of issues (such as equality, justice, migration, displacement etc.); and challenge bias, stereotyping and racism.  Reading material includes dual language and community language books, newspapers and magazines.  Computers – individual and in suites – have multi-lingual instructions and provide facilities for word processing in languages which use different scripts.  A wide range of ICT, such as listening posts, tape-recorders, camcorders, iPads, are available for children to use.

Classroom organisation  Teaching resources reflect diversity.  Resources are easily accessible for all, including early stage EAL learners.  Furniture arrangement facilitates flexible use of groupings for teaching and learning – PNS (Department for Education and Skills, DfES, 2006) References and annotated reading list

Baldock, P. (2010) Understanding cultural diversity in the Early Years. London: Sage.

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Cameron, L. and Besser, S. (2004) Writing in English as an Additional Language at Key Stage 2. Leeds: University of Leeds.

Cummins, J. (2000) Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.

Cummins, J. (2001) An Introductory Reader to the Writings of Jim Cummins. Clevedon : Multilingual Matters. -> This book contains 19 readings from the work of Jim Cummins, who is possibly the most influential writer on bilingual education. The book provides an excellent introduction to his work and the development of his thinking over the last twenty-five years.

Cummins, J. (2001) Negotiating Identities: education for empowerment in a diverse society, 2nd. edn. Ontario, CA: CABE/Trentham.

Conteh, J. ( 2012) Teaching bilingual and EAL learners in primary schools. London: Sage/Learning Matters.

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Dalby, A. (1998) Dictionary of Languages. London: Bloomsbury. -> A comprehensive guide to over 400 languages containing maps, information on writing systems, origins and cultural significance, as well as estimated numbers of speakers. Davies, N. (Eds.) (2005) Naldic Working Paper 8 Teaching Isolated Bilingual Learners of English as an Additional Language, Luton: NALDIC. -> A guide to supporting EAL learners who are linguistically isolated. DCSF (2007) New Arrivals Excellence Programme Guidance London: DCSF. [Online] [Accessed on 2nd September 2016] http://www.naldic.org.uk/Resources/NALDIC/Teaching %20and%20Learning/naep.pdf -> Guidance to meeting the needs of new arrivals in primary and secondary schools. Department for education and skills. (2006) Primary National Strategy. Primary Framework for literacy and mathematics. London: HMSO. DfES (2005) Aiming High: Meeting the needs of newly arrived learners of English as an additional language (EAL) London: DfES Edwards, V. (2005) The Other Languages: a guide to multilingual classrooms. Reading: NCLL. -> A brief and accessible guide to the major ‘community’ languages spoken by children in UK schools, including a photocopiable language survey form for finding out which languages are spoken, as well as information on writing systems, naming systems and religions. Edwards, V. (1998) The power of Babel: teaching and learning in multilingual classrooms. Stoke-on-Trent: Trentham Books. -> Practical accounts of how a range of teachers has responded to the realities of multilingual classrooms. Equality Act 2010. (c.15) London: HMSO. Fellowes, A. (2001) Bilingual Shakespeare: a practical approach for teachers. Stoke-on- Trent: Trentham Books.

Garcia, O. (2009) Bilingual Education in the 21st. century: a global perspective. New Jersey: Wiley-Blackwell. Gibbons, P. (2000) Learning to Learn in a Second Language. Newtown, N.S.W.: Primary English Teaching Association. -> A hugely influential book on practical ways to support the English language development of EAL students in the primary classroom. Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning. Portsmouth NH: Heinemann. -> Written as a guide for mainstream teachers with little or no specialised EAL training. Underpinned by a clear description of its theoretical underpinning, the book gives practical illustrations of how EAL students can best be supported across the curriculum. Gravelle, M. (2000) Planning for Bilingual Learners. Stoke on Trent : Trentham Books. -> Provides a practical framework for teachers on how to include bilingual learners in their planning across the curriculum and at both primary and secondary levels. Gregory, E. (1996) Making sense of a new world: learning to read in a second language. London: Paul Chapman. -> A discussion of the theory and practice of teaching reading in the multilingual classroom, including a glossary and lesson plans. Gregory, E., Long, S. and Volk, D. (Eds.) (2004) Many pathways to literacy: young children learning with siblings, grandparents, peers and communities. London : Routledge Falmer. -> Studies of home, school, community school, nursery and church settings which show how children create for themselves radical forms of teaching and learning in ways that are not typically recognized, understood or valued in schools. King, K. and Fogle, L. (2006) ‘Bilingual Parenting as Good Parenting: Parents’ Perspectives on Family Language Policy for Additive Bilingualism.’ International Journal of Bilingual Education and Bilingualism, 9(6) pp. 695–712. Lytra, V and Martin, P. (2010) (Eds.) Sites of multilingualism: complementary schools in Britain today. Stoke-on-Trent: Trentham Books. McWilliam, N. (1998) What’s in a Word? Stoke-on-Trent: Trentham. -> A practical guide to developing children’s vocabulary in the multilingual classroom in the context of their cultural identity and home language. Moore, A. (2000) Teaching and Learning: Pedagogy, curriculum and culture. Abingdon: Routledge. Multilingual Resources for Children Project (1995) Building bridges: multilingual resources for children. Clevedon : Multilingual Matters. -> Focuses on the languages other than English most commonly spoken in UK schools and decisions concerning language, typography and design, which affect their readability and status. National Association for Gifted Children (N.A.G.C.) (2003) Meeting Needs of Pupils with English as an Additional Language: some practical guidance. Milton Keynes: N.A.G.C. -> A brief overview of key issues on identifying G&T EAL students and practical tips on working with them. NALDIC (2009) Developing a bilingual pedagogy for UK schools (edited by Carrie Cable) NALDIC Working Paper 9. NALDIC (2012) EAL and initial teacher training: Guidance for Providers. Reading: University of Reading. [Online] [Accessed on 11th October 2016] http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher %20Education/Documents/Essential-ITT-Guidance.pdf?&session- id=bf328331501e5959b5e8f3f9bd45d789 National Union of Teachers (2002) Relearning to Learn. London : NUT. A report on best practice in working with refugee and asylum-seeker pupils. Office for Standards in Education (2003) The education of asylum-seeker pupils. HMI 453. Ofsted report containing useful case studies. Office for Standards in Education (2005) Could they do even better? The writing of advanced bilingual learners of English at Key Stage 2: HMI survey of good practice. HMI 2452. QCA (2000) A Language in Common. London : QCA. -> A framework for the assessment of EAL learners, based on the English NC. Rutter, J. (2003) Supporting Refugee Children in 21st Century Britain. Stoke on Trent : Trentham Books. -> A comprehensive guide to the issues with a particularly useful and detailed collection of information on a wide range of countries. Safford K. (2003) Teachers and pupils in the big picture: seeing real children in routinised assessment. Watford: National Association for Language Development in the Curriculum (NALDIC).

Salusbury World (2004) Home from Home. London: Save The Children. -> An excellent guidance and resource pack for the welcome and inclusion of refugee children and families in school.

Sneddon, R. (2012) PGCE. Children learning English as an Additional Language-a factfile. London. UEL. Vertovec, S. (2007) Super-diversity and its implications. Ethnic and Racial Studies, 30(6) pp. 1024-1054.

Wright, S. C., Taylor, D. M. and Macarthur, J. (2000) ‘Subtractive bilingualism and the survival of the Inuit language: Heritage- versus second-language education.’ Journal of Educational Psychology, 92(1) pp. 63–84. Websites www.collaborativelearning.org www.naldic.org.uk www.nassea.org.uk