LEARNING IN 2+ LEARNING IN 2+ LANGUAGESLANGUAGES

Ensuring Effective Inclusion for Ensuring Effective Inclusion for Bilingual LearnersBilingual Learners

Training MaterialsTraining Materials

The Education of The Education of Bilingual Learners in Bilingual Learners in the Current Scottish the Current Scottish

ContextContext

LegislationLegislation

The needs of Bilingual Learners are embedded The needs of Bilingual Learners are embedded in Scottish Educational Legislationin Scottish Educational Legislation

– The Education (Additional Support for Learning ) The Education (Additional Support for Learning ) (Scotland) Act 2004(Scotland) Act 2004

– The Standards in Scotland’s Schools etc Act 2000The Standards in Scotland’s Schools etc Act 2000– The Children (Scotland) Act 1995The Children (Scotland) Act 1995– The Race Relations (Amendment) Act 2000The Race Relations (Amendment) Act 2000– National Priorities and Ambitious Excellent SchoolsNational Priorities and Ambitious Excellent Schools

Introduction to Introduction to BilingualismBilingualism

Learners with English as an AdditionalLanguage (EAL) come from all types of social, educational,

linguistic, emotional and cultural backgrounds.

Definition of BilingualismDefinition of Bilingualism

Bilingual LearnersBilingual Learners

are learners who are learners who function in more than function in more than one language in their one language in their daily livesdaily lives

MythsMyths

The brain has a limited The brain has a limited capacity for languagecapacity for language

First language is a barrier to First language is a barrier to second languagesecond language

Second language Second language acquisition can only be acquisition can only be successful at the expense of successful at the expense of the firstthe first

Current ResearchCurrent Research

The brain has unlimited The brain has unlimited capacity for learningcapacity for learning

The more you learn, the The more you learn, the more you can learnmore you can learn

Dual Iceberg TheoryDual Iceberg Theory

Language 1Language 1 Language 2Language 2

Benefits of Benefits of BilingualismBilingualism

Greater knowledge of Greater knowledge of how language workshow language works

Enhanced problem-Enhanced problem-solving abilitiessolving abilities

Heightened creative Heightened creative potentialpotential

Greater appreciation of Greater appreciation of language uselanguage use

Aids development of decoding Aids development of decoding and other literacy skillsand other literacy skills

Helps with additional Helps with additional language learninglanguage learning

Useful for Maths and ICTUseful for Maths and ICT

Helps with writing and critical Helps with writing and critical understandingunderstanding

Aids recognition of context Aids recognition of context and audienceand audience

One wheel can get you places.

So can a big wheel and a little wheel.

However, when your wheels are nicely balanced and fully inflated you’ll go

safer,further and faster.adapted from Cummins,J 1981

Meeting the Needs of Meeting the Needs of Bilingual LearnersBilingual Learners

Good practice for Good practice for bilingual learners is good bilingual learners is good practice for all learnerspractice for all learners

Bilingual learners bring Bilingual learners bring diversity to monolingual diversity to monolingual learnerslearners

There are cognitive There are cognitive benefits for monolingual benefits for monolingual learners who work with learners who work with bilingual learnersbilingual learners

Language ProficiencyLanguage Proficiency

Social PurposesSocial Purposes Academic PurposesAcademic Purposes

The Multilingual SchoolThe Multilingual School

New Arrivals and New Arrivals and Beginners in EnglishBeginners in English

Welcoming, Accessible Welcoming, Accessible and Structured Approach at and Structured Approach at EnrolmentEnrolment

Effective and Accurate Effective and Accurate Information GatheringInformation Gathering

Referral to the EAL Referral to the EAL ServiceService

Appropriate, Supportive Appropriate, Supportive and Challenging and Challenging Educational Programme, Educational Programme, within the Mainstream within the Mainstream CurriculumCurriculum

Strategies for Supporting Strategies for Supporting Beginners in EnglishBeginners in English

GeneralGeneral

Speaking and Speaking and ListeningListening

ReadingReading

WritingWriting

VocabularyVocabulary

Strategies for Supporting Strategies for Supporting Beginners in EnglishBeginners in English

Present exercises using English Present exercises using English and Dual Language Dictionariesand Dual Language Dictionaries

Develop glossaries of vocabulary Develop glossaries of vocabulary related to subject related to subject

Highlight key words to list in Highlight key words to list in alphabetical orderalphabetical order

Emphasise five key points of lessonEmphasise five key points of lesson

Provide sentences, based on topic, Provide sentences, based on topic, to orderto order

Compose sentence halves to be Compose sentence halves to be matchedmatched

Create gaps in sentences to be Create gaps in sentences to be filledfilled

Form True/False statementsForm True/False statements

Supporting the Supporting the Development of English Development of English

as an Additional as an Additional Language in the Language in the

ClassroomClassroom

Planning and Managing Planning and Managing Appropriate EAL SupportAppropriate EAL Support

Class and Group Class and Group AllocationAllocation

Planning for EAL Planning for EAL LearnersLearners

Functions and Role Functions and Role of the EAL Serviceof the EAL Service

Class and Group Class and Group AllocationAllocation

Place in appropriate Place in appropriate group for agegroup for age

Take account of Take account of previous educational previous educational backgroundbackground

Involve in Involve in mainstream activities mainstream activities from the startfrom the start

Mix with articulate Mix with articulate speakers of Englishspeakers of English

Consult EAL StaffConsult EAL Staff

Implications for Implications for TeachersTeachers

Careful groupingCareful grouping

Level and type of supportLevel and type of support

Underperformance in Underperformance in Written Tasks and Formal Written Tasks and Formal AssessmentAssessment

Discrepancies in expected Discrepancies in expected progressprogress

Take account of learner potential Take account of learner potential and advantages of and advantages of collaborative learningcollaborative learning

Respond to findings from careful Respond to findings from careful monitoringmonitoring

Take account of social fluency and Take account of social fluency and ability with academic languageability with academic language

Check tasks and assessments are Check tasks and assessments are appropriately scaffoldedappropriately scaffolded

Be aware that passive language Be aware that passive language skills develop faster than skills develop faster than expressiveexpressive

Language may not progress in Language may not progress in line with curriculum. Additional line with curriculum. Additional support required.support required.

Presentation of Class Presentation of Class TaskTask

Cummins’ ModelCummins’ Model

Plan lesson with quadrant Plan lesson with quadrant in mindin mind

Avoid red sector, whenever Avoid red sector, whenever possiblepossible

Support bilingual learners Support bilingual learners to cognitive demand, with to cognitive demand, with little contextual clue, by little contextual clue, by working through sector working through sector which is greenwhich is green

Cognitively Demanding

Context Reduced

Cognitively undemanding

Context Embedded

Planning for EAL Planning for EAL LearnersLearners

Social processesSocial processes

Cognitive processesCognitive processes

Linguistic processesLinguistic processes

What does the learner What does the learner bring to the task?bring to the task?

What are the task What are the task demands?demands?

What additional support What additional support needs to be planned?needs to be planned?

Appropriate Support for EAL Appropriate Support for EAL Learners Learners

Holistic approach Holistic approach

InteractionInteraction

Independence in Independence in learninglearning

Holistic ApproachHolistic Approach

Gather and share all Gather and share all relevant information relevant information

Value and utilise Value and utilise home languages for home languages for learninglearning

Plan for individual Plan for individual cultural identities and cultural identities and for the diversity for the diversity reflected in Scottish reflected in Scottish schools schools

Reproduced from the UNESCO Courier

InteractionInteraction

Discuss aim and Discuss aim and purpose of learningpurpose of learning

Activate previous Activate previous knowledgeknowledge

Build in collaborative Build in collaborative workingworking

Ensure cognitive Ensure cognitive challengechallenge

Independence in Independence in Learning Learning

Teacher acts as Teacher acts as mediator for learning mediator for learning

Methods used are based Methods used are based on learning styles and on learning styles and educational/cultural educational/cultural backgroundbackground

Challenges are met and Challenges are met and risks taken with learningrisks taken with learning

Reflection on knowledge Reflection on knowledge as integral aspect of as integral aspect of lessonlesson

Functions and Role of Functions and Role of EAL Support StaffEAL Support Staff

Strategic SupportStrategic Support

Support school policies Support school policies to meet the to meet the requirements of the requirements of the current legislative current legislative framework and framework and promote best practicepromote best practice

Contribute to staff Contribute to staff developmentdevelopment

Functions and Roles of Functions and Roles of EAL EAL StaffStaff

Operational SupportOperational Support

Work collaboratively Work collaboratively to support the to support the planning, review and planning, review and assessment processassessment process

Provide support which Provide support which may involve direct may involve direct teaching to individual teaching to individual learners or to groups learners or to groups which include native which include native speakers of Englishspeakers of English

Partnership with Partnership with Parents and CarersParents and Carers

Welcoming Parents and Welcoming Parents and CarersCarers

Assessing the Assessing the Progress of Bilingual Progress of Bilingual

LearnersLearners

Holistic AssessmentHolistic Assessment

In particular:In particular:

Prior knowledge and skills Prior knowledge and skills brought to learning in brought to learning in EnglishEnglish

First Language Proficiency First Language Proficiency - listening, speaking, - listening, speaking, reading and writingreading and writing

Length of time spent Length of time spent within an education within an education systemsystem

Language Support NeedsLanguage Support Needs

Ability to Ability to communicatecommunicate

Success with Success with accessing the accessing the curriculumcurriculum

Mastery of technical Mastery of technical aspects of languageaspects of language

Stages of English Stages of English Language AcquisitionLanguage Acquisition

New to EnglishNew to English

Early AcquisitionEarly Acquisition

Developing Developing CompetenceCompetence

CompetentCompetent

FluentFluent

Tools for AssessmentTools for Assessment

Formative assessment Formative assessment Regular in-class observationRegular in-class observationSamples of language use in English and First LanguageSamples of language use in English and First LanguageClass work and writing in both languagesClass work and writing in both languages Summative assessment and use of published test Summative assessment and use of published test

materials materials

Bilingual Learners with Bilingual Learners with Other Additional Support Other Additional Support

NeedsNeeds

There will be a Range of Other Additional Support Needs There will be a Range of Other Additional Support Needs asas

encompassed by the Additional Support for Learners Act encompassed by the Additional Support for Learners Act (2004)(2004)

Need to determine whether Need to determine whether lack of progress is due tolack of progress is due toEnglish as an AdditionalEnglish as an AdditionalLanguage Development orLanguage Development orto Learning Difficultyto Learning Difficulty

Good PracticeGood PracticeBuild up a profile over time Build up a profile over time throughthroughcareful tracking of progresscareful tracking of progress

Early identificationEarly identificationReliant on accurate and Reliant on accurate and completecompleteenrolment information and enrolment information and continuitycontinuitywith regard to family linkswith regard to family links

Evidence GatheringEvidence Gathering

Language background – EAL Language background – EAL and home languageand home language

Educational Educational background/experiencebackground/experience

Possibility of similar difficulties Possibility of similar difficulties in the home languagein the home language

Teachers’ observationsTeachers’ observations

Potential problems with Potential problems with standardised testsstandardised tests

School and outside factors School and outside factors which may affect learningwhich may affect learning

It is important to assess:

Planning and Mechanism Planning and Mechanism for Review of Supportfor Review of Support

Collate information from all staff Collate information from all staff who work with the learner and who work with the learner and from parents/carersfrom parents/carers

Involve parents/carers throughoutInvolve parents/carers throughout

Seek and take account of the Seek and take account of the views of the learnerviews of the learner

Draw up an appropriate support Draw up an appropriate support plan and agree to review on a plan and agree to review on a regular basisregular basis

Work within the school’s staged Work within the school’s staged support systemsupport system

Refer to all principles within “Learning in 2+ Languages” Refer to all principles within “Learning in 2+ Languages” throughout the processthroughout the process