Group C: Jacqui Ryan Victoria Seth Nick Peter You will now be ‘put in the shoes’ of EAL students in the classroom. نرحب سبع سنوات لمعرفة ما تشكل وجبة صحية المستوى الرابع: تحديد وتسمية األطعمة في صحنك تصميم لوحة الغذائية التي تبين العناصر الالزمة لتناول وجبة صحية Explaining your learning episode Group 1 KQ: How did your groups’ resources make you feel as a learner? Group 2 Lack of task clarity Level descriptors Poor questioning Buddying Evidence: Strategies Advantages integration confidence support Buddy Krashan’s (1988) theory of ‘’input hypothesis’ is similar to Vygotsky’s ‘zone of proximal development’. This looks at language being gained by the learner if it is one stage ahead of their current linguistic level. A buddy can assist with this by explaining what is required in a lesson. Bruner (1978) looks at scaffolding which uses interaction again to help a student achieve. Buddies can provide this support if it is done constructively to help achieve a specific goal. References • Bruner, J. (1978) The role of dialogue in language acquisition in A. Sinclair, R.J. Jarvelle, and W.J.M. Levelt (eds.) The Child’s Concept of Language. New York: Springer-Verlag • Krashen, S. D. (1988) Second Language Acquisition and Second Language Learning. Prentice-Hall International • Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press Student Voice KQ: What is it we want to hear from students that will help improve their learning outcomes? Why use Student Voice? In depth understanding of learners and needs compared to school data Improves relationship with our learners Shares a global perspective across the whole school Engages EAL students in having an active role in their learning. Develops personal independence Evidence: Strategies Keywords Evidence: Strategies Vocabulary knowledge enables students to comprehend what they read, and the act of reading itself provides the opportunity for students to encounter and learn new words. …So the more words students know, the more likely they are to learn new words easily (Shefelbine, 1990) Strategies for teaching/using keywords or key vocabulary include: References Baumann, J. F., Kame’enui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire Redux. In D. L. J. Flood, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 752–785). Mahwah, NJ: Erlbaum. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office. RAND Reading Study Group. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Washington, DC: U.S. Department of Education. Shefelbine, J. (1990). Student factors related to variability in learning word meanings from context. Journal of Reading Behaviour, 22, 71–97. Visual Cues Learning Objective Writing task Success Criteria Evidence: Strategies WAL: about how plants use light for food WAL: about what is in a healthy meal WAL: ce qui est dans un repas sain Task: Fill in the gaps on the ‘leaf structure’ sheet Task: Design an ‘eatwell plate’ Tâche: Conception d'une ‘plaque saine’ Level 5: will be able to explain why leaves are green Level 5: will be able to explain why they have chosen foods for their healthy meal Niveau 5: sera en mesure d'expliquer pourquoi ils ont choisi les aliments pour leur repas sain WAL: about how plants use light for food WAL: about what is in a healthy meal WAL: ce qui est dans un repas sain Task: Fill in the gaps on the ‘leaf structure’ sheet Task: Design an ‘eatwell plate’ Tâche: Conception d'une ‘plaque saine’ Level 5: will be able to explain why leaves are green Level 5: will be able to explain why they have chosen foods for their healthy meal Niveau 5: sera en mesure d'expliquer pourquoi ils ont choisi les aliments pour leur repas sain The students were able to select appropriate key words in their additional language and therefore learn Omaggio (1979) further contributed that comprehension in ESL students is more likely when linking ‘chanting patterns’ with pictorial ideas. Vaid and FrenckMestre (2002) discovered that the position of text and images due to visual field was important in billingual learners. VF Leftlanguage VF Right- Picture recognition A leaf is where photosynthesis happens The learner should have access to text on the right hand side Images should be placed on the left hand side of the screen Student Earth and Earth and Space (levelled Space task) (adapted test) Circuits (levelled task) Circuits (adapted test) Billingual student 3a 3b 4b 4c LA student 4c 4c 4b 4a References Plass, J.L., Chun, D. M. & Mayer, R.E. (1998) Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36. Omaggio, A. C. (1979) Pictures and Second Language Comprehension: Do They Help? Foreign Language Annals, 12(2), 107-116. Vaid, J. & Frenck-Mestre, C. (2002). Do orthographic cues aid language identification? A laterality study with FrenchEnglish bilinguals. Brain and Language, 82, 47-53. Assessment (Success criteria) Evidence: Strategies Upon entry to the school in year 7 each pupil sits a test : Speaking, Listening, Reading and Writing. If so, EAL pupils are graded 1-3 to determine how much support they will receive inside/outside of the classroom. Induction for ‘New to English’ students is run for a whole term tu comprendes ? BUT - I had no idea whether she fully understood. UNTIL - I developed a self assessment tool for understanding. Using my evidence I created a self assessment sheet Using a self assessment sheet leads to: Language independence Instant visual feedback on the students’ understanding. Inter-cultural symbols Learning Objectives are simply copied from the board. = Perfect!!