PGCE English Semester 2 week 5

 Consider the talking points  To what extent you agree/disagree with each.

 In primary schools, 26.5% of pupils are from an ethnic minority, compared with 21.9% five years ago.  The proportion of pupils whose first language is not English has risen to 16.8% in primary schools, from 13.5% five years ago. DfE, (2011), Statistical First Release,

Siraj-Blatchford and Clarke (2000) identify four main conditions that need to be satisfied for ethnic minority and bilingual children to learn:  The child needs to be in a state of emotional well-being and secure;  The child needs a positive self-identity and self-esteem;  The curriculum must be social/interactional and instructive;  The child needs to be cognitively engaged

 Some children are more outgoing and are risk takers  Some children are simply more able to learn an additional language  Some children are more motivated to learn the new language  The learning environment, and the availability of scaffolds to enhance both language acquisition and self esteem, will enhance or inhibit language acquistion.

 Watch the extract from the Teachers’ TV programme Lost in Translation (Part 1) lost-in-translation-part-1  In terms of language acquisition, what are the issues for each girl?  How does the way that the primary curriculum works make a difference for an 11 year old as opposed to a 5 year old?

Stages of development in second language acquisition (Clarke, 1996 in Siraj-Blatchford & Clarke, 2000) 1. Continued use of the home language in the new context 2. Use of non-verbal communication 3. A period of silence 4. Use of repetition and language play 5. Use of single words, formulae and routines 6. Development of more complex English

 First language is acquired through a process of immersion, usually in the home, and over a period of approximately 5 years.  Children whose first language is not English enter Nursery or school having to learn a new vocabulary and new means of communication.  They have to tie new words to concepts first learned in their home language.  They must also transfer knowledge of the way that language has worked for them in the home setting, to their new environment where language customs will be different.  Their first language is likely to contain different formulaic structures; for example verb tenses, order of words, use or prepositions.  Interaction with adults and peers, in both languages, is crucial, and a period of silence is normal.

Factors affecting proficiency in all readers:  Language knowledge  Decoding skills  Reading strategies  Prior knowledge of text type, organisation and structure  Experience of the purpose of reading For EAL readers:  May have to unlearn pre- existing language knowledge  Phonological contrasts  Grammar/syntax differences e.g plurals, gender, tenses, prepositions  Unknown words/concepts  Background knowledge related to text  Their own spoken English proficiency

High achieving EAL writers demonstrate:  A strong sense of character, plot and story in narrative writing  Use figurative language more confidently than monolingual peers Barriers to success are:  Understanding how genres differ in terms of tone, audience, layout, reporting style etc.  Problems with verb tense endings, prepositions, formulaic/idiomatic phrases, connectives Success is supported by explicit teaching of the conventions of written English

Metalinguistic awareness We’ve been focussing on the child’s involvement in their own learning and for writing and literacy for example, we do these little ‘prove it’ stickers, so children can judge their own writing..and it was only the Polish children who had a 100% understanding of why they were there. Y6 teacher, Hampshire Primary By Y6, those children with EAL who have had at least Key Stage 2 in school outperform our monolingual pupils in their writing SATs. EAL leader, Newham The most talented story writers in our Y6 G&T group are all Bengali Headteacher, Tower Hamlets

 Plenty of time to observe and listen and to be silent  Time to rehearse and learn unfamiliar vocabulary  Visual cues (pictures and props) to support understanding  To see, hear and say words in context  To hear spoken English modelled well  To have the conventions of written English taught explicitly  Support during reading/writing with print direction, sounds for decoding and spelling, explanation of new and unfamiliar vocabulary or concepts  To have learning embedded in a clear and familiar context  To be challenged and motivated to learn in ways appropriate to their attainment levels (other than those related just to English language use)  Active learning strategies such as talk pairs and role play with articulate English speaking peers using clearly defined tasks  Opportunities to use first language (particularly while still young and not yet fully developed in use of first language)  To feel secure and able to take risks with using new language

 /deployingstaff/a /english-as-an- additional-language /deployingstaff/a /english-as-an- additional-language  ort/inclusionandlearnersupport/eal/ ort/inclusionandlearnersupport/eal/  ort/inclusionandlearnersupport/eal/a /u seful-la-websites ort/inclusionandlearnersupport/eal/a /u seful-la-websites    And on the PGCE English LN page in the additional reading folder

Teachers tend to minimise difference in their belief that seeing only the mind and the heart of the child is best practice. (Mahon, 1996) Taking all the steps needed to enable pupils with SEN to …achieve their potential remains a significant challenge for many schools. Expectations of achievement are often neither well enough defined nor pitched high enough. Progress in learning remains slower than it should be for a significant number of pupils.(OFSTED, 2004)