Pedagogy To Bridge The Gap ESF 2015 Conference Friday, October 2 nd, workshop session Presenters: Therese Gallen- Bradbury School Lisa Harris- Clearwater Bay School Katie Phillips - Bradbury School

Consider pedagogy supportive of EAL learners See classroom examples Share effective resources and strategies Reflection

Research and Beliefs underpinning effective EAL teaching…….

*EAL students bring their own ‘funds of knowledge’ positive vs. deficit lens needed

*Mother tongue competency is important but increasingly complex

How do teachers know their students’ linguistic and cultural backgrounds ? What measures are in place to support this in your context?

*Language is essential to all learning.

Learning through language Learning about language EAL learners additionally are... Learning the language Ref. IB & Halliday

The Challenge for the EAL Learner

“The limits of my language means the limits of my world.” Ludwig Wittgenstein

*Elements of teaching pedagogy that support EAL learners are good for all students

Where to start?

–In our planning –In our teaching –In our assessment 1*Make the language learning needs explicit

Explicit Teaching Shares the power Is inclusive Supports students with varied backgrounds and experiences Creates a pervasive learning culture Clarifies understandings Has significant impact on learning. (Edwards-Groves 2003 p9)

Explicit Quality Criteria To what extent are students provided with explicit criteria for work quality ? To what extent are those criteria a regular reference point for development and assessment ? How accessible is the language provided?

Metalanguage To what extent in each lesson does frequent commentary on language and how it works happen in your setting? Eg. Genre, vocabulary, signs and symbols

ESL learners have a different cultural frame of reference from their teachers and peers. As teachers we need to check that the message has been understood.

2* Scaffold the language learning Supports a constructivist approach Supports the gradual release of responsibility model

Role of the Teacher Role of the Student GuidingSharingModellingApplying Degree of Control GRADUAL RELEASE OF RESPONSIBILITY MODEL OF TEACHING AND LEARNING

3* Focus on ORAL language

Talk for Learning It is a wise teacher who recognises that oral language is as important as written language in the process of school learning, and who actively promotes learning in talk as well as in reading or writing. Frances Christie, 2005 Language Education in the Primary Years

Talk for learning- Allows children to think aloud To formulate ideas To set up and evaluate hypotheses Allows children to take risks without the commitment of a written language Learning to learn in a Second Language Pauline Gibbons 1991 p27

Exploratory and Presentational talk play an important role across all learning areas. There must be opportunities for talk in all classrooms.

Functions of Oral Language To communicate needs, wants, ideas, information and feelings. Spoken texts can serve different purposes depending on the context (Halliday )

Talk as a Process vs. Product EAL students need ‘real’ opportunities to talk themselves into meaning sharing language with peers

Strategic grouping for talk to support EAL learners

OUR “JOURNEY” at Bradbury School. ….

How could we strengthen practices at Bradbury School across all teaching and learning that deal explicitly with the language learning needs of EAL learners?

Whole school focus on developing Language Addendums Detailing the language learning needs for each UOI –Genre –Grammar- functional model –Consider Field,Tenor,Mode –Reading and Writing –Oral Language –Viewing and Presenting

Students need to learn how to vary the language they use according to the context they are in; this is known as changing register. Register is made up of three components: ● Field ●Tenor ●Mode

Focus on strengthening staff understandings and expertise Build teacher expertise / confidence Decide on a shared language TESLMC Functional Grammar related to genre Staff CPD sessions Language scaffolds for each text type Build and share strategies and resources Continue cycle as staff turn over

Whole school CPD Targeting Oral Language Reviewed the Functions of Oral Language and the various types of Oral Texts Strengthened staff Understanding of the Procedures for teaching Speaking and Listening.

How many different functions or purposes for oral language can you think of? Agreeing and disagreeing Apologising Asking for permission Asking for assistance/directions Classifying Comparing Commanding/giving instructions Criticising Denying Describing Enquiring Questioning Evaluating Expressing likes/dislikes Expressing position Expressing obligation Explaining Hypothesising Identifying Inferring Planning and predicting Refusing Reporting Sequencing Suggesting Warning Wishing and hoping

Oral Language Texts Discussions Extended Conversations Partner & Small Group Work Oral Reports Questioning and Inquiry Interviews Meetings Arguments and Informal Debates Interest Talks Storytelling and Anecdotes

Opportunities for students to use oral language for - ●Problem solving ●Role play ●Dialogue and discussion ●Talking in groups- be strategic with grouping ●Substantive conversations ●Debate ●Interviews ●Scripted presentations ●Investigation ●Stories and dramatisation

Split Screen Teaching..… When have you organised a lesson - play based, guided reading session, maths, reflections on a UOI to target an oral text type?

Please take the time to browse or chat to our presenters and other colleagues Some more practical ideas

Reflection One thing I will stop doing in my setting One thing I will continue to do in my setting One thing that I start doing in my own setting this week

Therese, Lisa and Katie