LEARNING IN 2(+) LANGUAGES

ENSURING EFFECTIVE INCUSION FOR BILINGUAL LEARNERS

TRAINING MATERIALS
This training pack is in two parts. It consists of an animated PowerPoint Presentation and
a booklet which suggests related points for discussion, video clips, activities, further
reading and websites.
There are particular sections within the booklet dedicated to each slide. It is envisaged,
therefore, that both parts of the pack will be delivered alongside each other, during
training sessions, as the statements on the slides act as starting points and/or catalysts
for the activities which follow.
There are four main sections which correspond to the main chapters in Learning in 2(+)
Languages. The first has been divided into A and B due to the number of issues covered.
It is highly recommended that trainers first use SECTION 1A.
sections could then be picked to follow.

Any of the remaining

The training is relevant for teachers, educational establishments and local authorities.
CONTENTS
SECTION 1A:
Slides 1 10
The Education of Bilingual Learners in the Current Scottish Context
SECTION 1B:
Slides 11 16
Meeting the Needs of Bilingual Learners
SECTION 2:
Slides 17 28
Supporting the Development of English as an Additional Language in the Classroom
SECTION 3:
Slides 29 30
Partnership with Parents and Carers
SECTION 4:
Slides 31 38
Assessing the Progress of Bilingual Learners

LEARNING IN 2+ LANGUAGES
TRAINING MATERIALS

NOTES FOR POWERPOINT

SECTION 1:
Slide 1

PART A

The Education of Bilingual Learners in the Current Scottish

Context

Slide 2:

Legislation

Web link supplied for each on Scottish Government website

Slide 3:
Ice- Breaker Activity:

Human Bingo

You will need to talk to at least 12 people and you may not use the same person twice.
Complete the boxes with the name of someone who
. has lived in
another country

..uses another
language on a daily
basis

..spent the
weekend away from
home

has a child
under five

..used to work in a
different job

..is studying for a

qualification

..came here today

by train

will spend the

next holiday outside
Scotland

..will have dinner

cooked for them
tonight

would like to
work in another
country

..is going out to

the cinema this
month
is learning
another language

In groups of three: Note the questions you asked to find the answers. With another
group, discuss the range of tenses, vocabulary and structures that you used. Do your
bilingual learners have access to this range?
This activity courtesy of Dr Geri Smyth, Strathclyde University

Slide 4:

Learning in 2+Languages
Introduction to Bilingualism

Teaching students for whom English is an additional language (EAL) can be an

intimidating and demanding process for those new to teaching and/or those new to
teaching EAL students. Addressing the needs of students of different nationalities,
abilities and levels of proficiency in English is, at times, a significant challenge.
Teachers need to be able to draw upon strategies to enable EAL students to fully access
the curriculum and achieve their potential.
This training pack aims to help.
Activity:
Discuss and Note:

In selected groups

As bilingual learners are not a homogeneous group, how does /should /could our
school/establishment .?

Identify home language(s)

Find out about additional language(s) used in daily life and the related purpose(s)
Identify specific cultural and religious background(s) and the related implications
for schools
Discover previous educational experience
Explore Level of Proficiency in English and Home Language(s)
Determine personalities, learning styles and other individual differences
Find out about other additional support or pastoral needs
Ascertain level of community and/or home support
Research breadth of exposure to Scottish Culture and English language
Investigate social and economic background

The purpose of this package is to find some helpful answers to these questions. It might
be useful to compare your responses now with those you make to the same prompts by
the end of training.
Activity:
Think of a specific bilingual learner. Line up against one wall in the room and have
enough space in front of you so that you can move to the opposite wall. If your learner
fits the description given, take one step towards that wall. (10 descriptions) This
exercise highlights the particular advantages/disadvantages each bilingual learner
experiences when studying within the Scottish Education system.
1) The learner has been to school.
2)

Schooling has been uninterrupted.

3)

The learner has not faced emotional trauma.

4)

The learner comes from a literate home, in either First Language or English or both?
3

5)

The parents are able to support learning and, in particular, help with homework.

6)

The learner has previous experience of exposure to English language learning.

7)

The class teacher and support staff have access to the EAL Support Service.

8) The learner works with others who provide a good model for spoken English.
9)

The school has previous experience of meeting the needs of bilingual learners.

10) Classroom staff have access to training for the support of EAL learners within their
authority.
Conclusion:
Note how you are spread across the room. Now discuss the implications of this scenario
with respect to classroom practice.

Slide 5:

Definition of Bilingualism

This term does not necessarily imply a high level of proficiency in two languages,
although it frequently does.

Activity:
In how many languages can you say the following words? Working as individuals, fill up
some of the boxes. Add more languages, where appropriate.
English

Scots

French

Spanish

Yes
No
Please
Thankyou
Good
Morning
Welcom
e
Goodby
e
Well
done!
(Based on Languages for Life Bilingual Pupils 5 14. A workshop for teachers. City of
Edinburgh EAL Service)
Go to:
http://www.newburypark.redbridge.sch.uk/langofmonth/
Now, you can fill out all of the boxes above..

Activity: There are many definitions of bilingualism and bilingual Use the following
information to discuss, in groups of three, where you fit in. Feed back to the whole group.

Types of Bilingualism
Major categories
Balanced bilingualism - the notion of having equal proficiency in two languages across a
range of contexts.
Dominant bilingualism - where one of the languages is used most often and is the one in
which the speaker operates with the greatest proficiency.
Semilingualism - a controversial term used to describe people whose two languages are
at a low level of development.
Prestigious bilingualism - typically but not exclusively referring to those who speak two
high status languages.
Multilingualism - knowing and/or using three or more languages.
Further Reading:
Balanced Bilinguals
It is rare for anyone to be equally proficient in speaking, reading and writing two
languages across the whole range of situations and contexts. The term 'balanced
bilingual' taken literally would include those who are less than proficient in either
language.
However, the term usually describes a balanced bilingual as ' a person who possesses
age-appropriate competence in two languages..that person would be as competent as a
native speaker of the same age in both languages.'
Research on bilingualism and intelligence tends to show that children who are balanced
bilinguals may have some cognitive advantages over their monolingual peers.
Some issues and questions for consideration surrounding the concept of balanced
bilingualism are listed below:

Most bilinguals use their two languages for different purposes and
functions..home, worship, work, school etc. Dominance in languages varies
according to the context where those languages are used.
One language is usually more dominant than the other, this dominance may
change, if a balance does exist, it is usually temporary and transitory.
We should be aware that some bilinguals are not proficient in either language or
that for research purposes it is usually those who are relatively proficient in both
languages to whom the term 'balanced bilinguals' refers.
To expect someone to be equally proficient in two languages is a simplistic and
unrealistic viewpoint.
What constitutes age-appropriate proficiency or fluency in two languages is subject
to a variety of opinions e.g. what level of proficiency is required in different
language skills (listening, speaking, reading and writing).
Can a person be called a balanced bilingual if they have abilities in two languages
but only use one in most contexts? What if both languages are used though for
different purposes, in different contexts?
Too rigid a classification makes the term 'balanced bilingual' too elitist. Interpreting
and translating can be very difficult for many bilinguals, as they do not always
6

have equivalent vocabularies in both languages, since they use their different
languages for different purposes.
Semilingualism
There is a proposed category of bilinguals who are not considered to be balanced
bilinguals, neither do they have sufficient competence in one language over another to
be considered a 'dominant bilingual', these people are described as semilingual. A
semilingual person is one who is seen as having deficiencies in both languages when
compared with monolinguals. They are considered to, - have a small vocabulary and
incorrect grammar, - consciously think about language production - be stilted and
uncreative with both languages and find it difficult to think and express emotions in either
language.
The notion of semilingualism has been subject to much criticism and there are major
problems with it.

The term may be used as a negative label, invoking expectations of failure and
underachievement.
It may not always be bilingualism itself which is the cause of underdeveloped
language but economic, social and political conditions. The term then becomes a
political rather than a linguistic concept.
Because many bilinguals 'use their languages for different purposes... a person
may be competent in one language in some contexts but not in others'.
The tests most often used to measure language proficiencies and differentiate
between people are insensitive to the unquantifiable aspects of language and the
range of competencies.
There is a lack of sound empirical evidence on such a categorization.
An apparent deficiency may be due to unfair comparisons with monolinguals who
may differ in the way they develop and use language

There are doubts about the value of the term 'semilingualism', however it is the case that
people differ widely in their competencies and some do remain at lower levels of ability or
earlier stages of development.
This information is abridged from an 'Encyclopaedia of Bilingualism and Bilingual
Education, 1998 by Colin Baker and Sylvia Prys Jones.
Further Reading: 'The Language of success' - Independent Education - Thursday 9th
October 2003
Ethnic Minority Achievement Service (EMAS),
c/o Craneswater Junior School, St. Ronan's Road,
Southsea,
PO4 0PX
E-mail: general.emas@portsmouthcc.gov.uk
Tel: 023 9273 3130
Fax: 023 9229 6487
Site content by Portsmouth EMAS staff. Portsmouth Ethnic Minority Achievement
Service 2008

Activity:
The Language Profile
In groups of two, discuss:
Which languages can you speak? Who do you speak them to? When do you speak these
languages?
Why is it so important for your school to know exactly how each of your learners uses
language in their everyday lives?
How many reasons did you find?
Report back to the rest of the group.
This diagram can help build up a language profile for each bilingual learner.
(The unidentified arrows can be used for additional purposes such as TV, film or video,
music and/or computer.)
Group Discussion
How would your school go about filling in the information below?

At home
On
holiday

Friends in
the
playground

Playing
with
friends

Teachers
in school

For
religious
purposes
At the shops
Friends in School
Based on Languages for Life Bilingual Pupils 5 14. A workshop for teachers. City of Edinburgh
EAL Service

Slide 6:

Myths

Research has shown that these commonly held beliefs are, in fact, not correct.
Activity:

Statements Game
(Covers both slide 6 and 7)

Make up and laminate cards which state the following:

1.

Children learn second languages quickly and easily and much better
than adults.
The younger the child the more skilled they are in acquiring a second
language.
The best way to learn a new language is to focus on using it as much as
possible.
Children have acquired a second language once they can speak it.
All children learn L2 in the same way

2.
3
4
5

In groups discuss and place each statement within the grid below
Statement
1
2
3
4
5
Within overall group:

True

Feedback.

False

Cant tell

All statements are false

Explanation:
1: CHILDREN LEARN SECOND LANGUAGES QUICKLY AND EASILY.

A child does not have to learn as much as an adult to achieve communicative

competence AND a child's constructions are shorter and simpler - vocabulary is
smaller. Hence, although it appears that the child learns more quickly than the
adult, research results typically indicate that adult and adolescent learners perform
better.

Teachers should not expect miraculous results from children learning English as an
additional language (EAL) in the classroom. At the very least, they should
anticipate that learning a second language is as difficult for a child as it is for an
adult. It may be even more difficult, since young children do not have access to the
memory techniques and other strategies that more experienced learners use in
acquiring vocabulary and in learning grammatical rules. Nor should it be assumed
that children have fewer inhibitions than adults when they make mistakes in a
second language. Children are more likely to be shy and embarrassed around peers
than are adults. Children from some cultural backgrounds are extremely anxious
when singled out to perform in a language they are in the process of learning.
9

Teachers should not assume that, because children supposedly learn second
languages quickly, such discomfort will readily pass.

10

2: THE YOUNGER THE CHILD, THE MORE SKILLED IN ACQUIRING A SECOND

LANGUAGE

Research does not support this conclusion in school settings. For example, a study
of British children learning French in a school context concluded that, after 5 years
of exposure, older children were better second language learners (Stern, Burstall, &
Harley, 1975). Similar results have been found in other European studies (e.g.,
Florander & Jansen, 1968). These findings may reflect the mode of language
instruction used in Europe, where emphasis has traditionally been placed on formal
grammatical analysis. Older children are more skilled in dealing with this approach
and hence might do better.

Findings from studies of French immersion programs in Canada, where little

emphasis is placed on the formal aspects of grammar have shown that on tests of
French language proficiency, Canadian English-speaking children in late immersion
programs (where the second language is introduced in Grade 7 or 8) have
performed as well or better than children who began immersion in kindergarten or
Grade 1 (Genesee, 1987). Pronunciation is one area where the younger-is-better
assumption may have validity.

EAL instruction is different from foreign language instruction. Language minority

children need to master English as quickly as possible while learning subjectmatter content. This suggests that early exposure to English is called for. However,
because second language acquisition takes time, children continue to need the
support of their first language, where this is possible, to avoid falling behind in
content area learning. Teachers should have realistic expectations of their EAL
learners. Research suggests that older students will show quicker gains.

3: THE MORE TIME STUDENTS SPEND IN A SECOND LANGUAGE CONTEXT, THE

QUICKER THEY LEARN THE LANGUAGE.

Research indicates that increased exposure to English does not necessarily speed
the acquisition of English. Over the length of the program, children in bilingual
classes, with exposure to the home language and to English, acquire English
language skills equivalent to those acquired by children who have been in Englishonly programs (Cummins, 1981; Ramirez, Yuen, & Ramey, 1991).

Researchers also caution against withdrawing home language support too soon
and suggest that although oral communication skills in a second language may be
acquired within 2 or 3 years, it may take 4 to 6 years to acquire the level of
proficiency needed for understanding the language in its academic uses (Collier,
1989; Cummins, 1981).

Teachers should be aware that giving language minority children support in the
home language is beneficial. The use of the home language in bilingual classrooms
enables children to maintain grade-level school work, reinforces the bond between
the home and the school, and allows them to participate more effectively in school
activities. Furthermore, if the children acquire literacy skills in the first language, as
adults they may be functionally bilingual, with an advantage in technical or
professional careers.

11

4: CHILDREN HAVE ACQUIRED A SECOND LANGUAGE ONCE THEY CAN SPEAK

IT.

Some teachers assume that children who can converse comfortably in English are
in full control of the language. Yet for school-aged children, proficiency in face-toface communication does not imply proficiency in the more complex academic
language needed to engage in many classroom activities. Cummins (1980) cites
evidence from a study of 1,210 immigrant children in Canada who required much
longer (approximately 5 to 7 years) to master the disembedded cognitive language
required for the regular English curriculum than to master oral communicative
skills.

All teachers need to be aware that children who are learning in a second language
may have language problems in reading and writing that are not apparent if their
oral abilities are used to gauge their English proficiency. These problems in
academic reading and writing at the middle and high school levels may stem from
limitations in vocabulary and syntactic knowledge. Even children who are skilled
orally can have such gaps.
5: ALL CHILDREN LEARN A SECOND LANGUAGE IN THE SAME WAY.

Cultural anthropologists have shown that mainstream families and families from
minority cultural backgrounds have different ways of talking (Heath, 1983).
Mainstream children are accustomed to a deductive, analytic style of talking,
whereas many culturally diverse children are accustomed to an inductive style.
Schools emphasize language functions and styles that predominate in mainstream
families.

Language is used to communicate meaning, convey information, control social

behaviour, and solve problems, and children are rewarded for clear and logical
thinking. Children who use language in a different manner often experience
frustration. Social class also influences learning styles. In urban, literate, and
technologically advanced societies, middle-class parents teach their children
through language. Traditionally, most teaching in less technologically advanced,
non-urbanized cultures is carried out nonverbally, through observation, supervised
participation, and self-initiated repetition (Rogoff, 1990). There is none of the
information testing through questions that characterizes the teaching-learning
process in urban and suburban middle-class homes.

Some children are more accustomed to learning from peers than from adults.
Cared for and taught by older siblings or cousins, they learn to be quiet in the
presence of adults and have little interaction with them. In school, they are likely to
pay more attention to what their peers are doing than to what the teacher is
saying. Individual children also react to school and learn differently within groups.
Some children are outgoing and sociable and learn the second language quickly.
They do not worry about mistakes, but use limited resources to generate input
from native speakers. Other children are shy and quiet. They learn by listening and
watching. They say little, for fear of making a mistake. Nonetheless, research
shows that both types of learners can be successful second language learners.
12

In a school environment, behaviours such as paying attention and persisting at

tasks are valued. Because of cultural differences, some children may find the
interpersonal setting of the school culture difficult. If the teacher is unaware of
such cultural differences, their expectations and interactions with these children
may be influenced. Effective instruction for children from culturally diverse
backgrounds requires varied instructional activities that consider the children's
diversity of experience. Many important educational innovations in current practice
have resulted from teachers adapting instruction for children from culturally
diverse backgrounds. Teachers need to recognize that experiences in the home and
home culture affect children's values, patterns of language use, and interpersonal
style. Children are likely to be more responsive to a teacher who affirms the values
of the home culture.

Conclusion:
Research on second language learning has shown that many
misconceptions exist about how children learn languages. Teachers need to be aware of
these misconceptions and realize that quick and easy solutions are not appropriate for
complex problems. Second language learning by school-aged children takes longer, is
harder, and involves more effort than many teachers realise. We should focus on the
opportunity that cultural and linguistic diversity provides. Diverse children enrich our
schools and our understanding of education in general. In fact, although the research of
the National Centre for Research on Cultural Diversity and Second Language Learning has
been directed at children from culturally and linguistically diverse backgrounds, much of
it applies equally well to mainstream students.
Linguistics, NCRCDSLL, 1118 22nd St. NW, Washington, DC 20037
Adapted from activity, Glasgow City Council

13

Slide 7:

Current Research

First language learnt supports the learning of additional languages and also aids
the learning of new concepts
Vital element of education of bilingual learners involves continued progress in the
development of first language learning
This would be alongside the development of learning of new languages and
concepts

BBC News Items: news.bbc.co.uk/1/hi/education/6103176.stm

news.bbc.co.uk/.../uk_news/education/6447427.stm
Further Reading:
http://www.ltscotland.org.uk/Images/lfl_inside07_tcm4-373099.pdf
http://www.ltscotland.org.uk/inclusiveeducation/aboutinclusiveeducation/researchandrepo
rts/bilingualdevelopment/index.asp
Slide 8:

Dual Iceberg Theory

Helpful Notes:
Cummins Common Underlying Proficiency (CUP) theory is generally accepted within the
field of Second Language Acquisition. This model shows the relationship between native
language and second language. According to Cummins, "Concepts are most readily
developed in the first language and, once developed, are accessible through the second
language.
In other words, what we learn in one language transfers into the new language" (in
Freeman & Freeman, 1994, p. 176).
The model is sometimes referred to as the Iceberg Model. (Jim Cummins, 2000)
In this model there are two peaks above the water line. One peak represents social
language in the primary language and the other in English. Underneath the waterline is
one solid iceberg. On one side there is academic language proficiency in primary
language and on the other side in English. In the middle you can see where academic
proficiency in English and primary language intersect. The overlapping section is referred
to as Common Underlying Proficiency (CUP).
For more detail on this topic:
PowerPoint Presentation at
Second Language Acquisitionhttp://b3308adm.uhcl.edu/School_of_Education/SoE/CSLT/Modules/Sec lang cslt et al.ppt
b3308-adm.uhcl.edu/School_of_Education/SoE/CSLT... dual iceberg theory
Common Underlying Proficiency/Transferability Theory.

14

Slide 9:

Bilingualism Has Cognitive Advantages

List and discuss cognitive advantages

Slide 10:
Further illustration; this is a visual representation of previous points. (Trainer to take
enough time between clicks)

15

SECTION 1:
Slide 11:

PART B

Meeting the Needs of Bilingual Learners

Good Practice for Bilingual Learners is Good Practice for All

1)

Resources produced for bilingual learners can be useful for all

http://www.oup.com/oxed/dictionaries/english_dictionary_for_schools
http://www.oup.com/oxed/dictionaries/students_dictionary

Also Graded Readers Oxford University Press/Penguin Publishers

http://www.oup.com/elt/catalogue/guidance_articles/usinggradedreaders?cc=gb
http://www.penguinreaders.com/
2)

Examples of Inclusive, Innovative and Interesting Practice for Bilingual Learners.

Work in progress. Focus on four capacities within a Curriculum for Excellence.
(*Link to LTS EAL website Diverse Learners)
There are cognitive benefits for monolingual learners who work with
bilingual learners

3) Examples of work produced to support the needs of bilingual learners but which is
relevant for all.
I. www.collaborativelearning.org
II. Collaborative Working - Speaking and Listening
http://www.teachers.tv/video/1493
III. Supporting Classroom Activity at:
http://www.collaborativelearning.org/holes.pdf

Bilingual learners bring diversity to monolingual

To investigate further, aspects of this article are useful:

Bilingual Learners, Bilingual Learning and Inclusion Maggie Gravelle 2005
www.multiverse.ac.uk/attachments/044c80df-5005-44ac-a4b2-cec23fc51668.pdf March is Multilingual Month
www.naldic.org/docs/resources/documents/MMMRevised2008.doc

Also refer to:

EAL Site)

Evidence of Good Practice in Supporting Bilingual Learners (*Web link to LTS

(SEALCC)
QI HGIOS1.1. and QI EEPBL 2.1
Promoting wider achievement among bilingual learners and valuing bilingualism

Slide 12:

Different Types of Language

Language for social purposes can be developed within two years or less
Language for academic purposes can take from five to eleven and will depend on
previous academic experience and the extent of home language development. Meaning
is carried by language alone and the cognitive demand is much higher.
Implications for mainstream teachers
We should not assume that non-native speakers who have attained a high degree of
fluency and accuracy in everyday spoken English have the corresponding academic
language proficiency. This may help us to avoid labelling children who exhibit this
disparity as having special educational needs when all they need is more time. The nonnative speakers in your classes, who may have received little or no EAL support, are still,
in most cases, in the process of catching up with their native speaking peers.
Class teachers have the ability to employ appropriate methods and approaches within
their teaching of the mainstream curriculum to successfully support the development of
academic language. All should therefore be confident in their ability to teach and meet
the needs of bilingual learners.
Slide 13:

The Multilingual School

Activity:
Learning in 2+ Languages page, 27. Checklists for Action.
What are the features of a supportive school/educational establishment?
Discuss this list with a partner and explain features of your school situation. What further
developments would you make in the near future? Feed back your thinking to the whole
group.
Activity:

Watch these short videos

http://www.teachers.tv/video/3077 The Multilingual School Primary

http://www.teachers.tv/video/2863 The Multilingual School - Secondary
In groups, after each video: List some of the features of the effective practice in this
school and discuss two new ways in which your particular school could develop a more
successful approach.

Slide 14:

New Arrivals and Beginners in English

Example of Structured Approach at Enrolment:

NEW BILINGUAL ARRIVALS IN SECONDARY SCHOOLS

A SRUCTURED APPROACH FOR INITIAL SUPPORT
AIMS
Adoption of an accessible procedure, which ensures an efficient and welcoming initial
contact with schools.
School staffs employ strategies for admission and support to new bilingual learners and
their families in an assured manner.
Information is gathered accurately and decision making is informed
Firm links between home, school and community are established.
Families are encouraged to participate fully in all activity relating to school life
Supportive social and academic programmes for new bilingual arrivals are developed
within the responsive classroom environment.
ENROLMENT GUIDELINES

1)

During the initial contact with school

Record general information such as name, age of new
learner(s) and contact details, including address

2)

Arrange a meeting to include

Member of Senior Management team (responsible for
enrolment)
Learner Support representative
Member of SFL team
Learner
Parent or guardian
Interpreter
EAL teacher, whenever possible

If possible, and if necessary, delay enrolment until a Community Language Assistant is

available to support the family throughout the process.

3)

Ask the family

(through interpretation) to bring official documents,
any reports, certificates and/or workbooks from the
previous school. These may be discussed during the
meeting. Parents should be made aware that these are
for information, to be used as a guide only and not in
order to categorise the learner.
4)

During the meeting

Collect
Information for school records and additional data for
Enrolment Supplement for EAL Learners
Ask about/Record
Length of stay
Eligibility for Educational Maintenance Allowance
Details for Highland Libraries form
Previous school experience/subjects studied
Subject strengths/weaknesses
Languages used
General performance
Family expectations (social, academic)
Hobbies/Interests
Literacy in first language
Experience of learning in English
English for recreational purposes video, computer, film,
music

Explain and/or Record

(help from interpreter/BLA, where necessary)
Opening/closing times
Phone call/Letter needed if learner absent
Permission for outings
Gym/Swimming kit
Payment of lunch money
Lunch/snack arrangements
Emergency contact (English speaking)
School Handbook/Website

Assess
English language skills, in a holistic manner
Agree
Start date to allow time to organize timetable, to arrange
appropriate support and to inform class teachers of all
agreements
Or

 Plan
Next contact with family for informal review of learner
progress, through home/school liaison
Supply
School Handbook or Prospectus
(translated/explained where necessary)
5) Compose Timetable

Take into consideration

Learners needs/interests/aspirations
Learners proficiency
Previous subjects studied
2 or 3 suitable peers to support/befriend
Initial support need
Senior learner buddy/paired reader

6) Inform Teachers

Include
Background information
Details of support
Suggested strategies
Start date

7)

Induction Period and/or Learner starts school

8)

Review of progress

Staff trawl
Class teacher/SFL/Management
Refer for EAL Teacher, where necessary

http://www.teachers.tv/video/24887 - Settling New Arrivals Into School

This is an example of an isolated school with little experience of supporting new bilingual
learners.
In school groups, agree one related area which needs development for your particular
situation. What short/medium term actions could be taken to take this forward?

Slide 15:

Support Strategies for Beginners in English

General

Place in stage appropriate for age.

Encourage communication rather than accuracy.

Try to use some cultural contexts for learning that are relevant to the learners
background and language.

Whenever possible provide opportunities for group work.

Allocate grouping which presents good model for language, classroom behaviour,
completed exercises and the work ethic.

Adapt existing homework exercises. Tasks might include fewer examples to be

completed, partial exercises, translating key vocabulary into First Language,
producing bilingual labels, translating key points of lesson.
Speaking and Listening

Speak slowly but with normal intonation and stress patterns.

Pause often to allow learner to process what is heard.

Place learner at the front of the class so that the teacher and visuals can be clearly
seen.

Use visual support whenever possible objects, pictures, gestures, facial

expression.

Do not worry if the learner does not participate.

Provide key words for instruction/explanation. These could be sent home for
translation or entered into individuals indexed glossary.

Create an environment where the learner feels confident about asking and
responding to questions. Used closed questions in the early stages.
Reading

Initial emphasis on phonics may be confusing.

Reading in First Language should be encouraged and maintained.

Reading in English is required to be at a much simpler level.

Select reading texts with good visual support whenever possible.

Simple texts with story tapes can be very helpful.

Try to timetable a slot where the learner can use software such as Oxford Reading
Tree Talking Books.

Pre-reading of material with parent, sibling, and/or classroom assistant so that key
vocabulary is understood before lesson is presented.

Texts can be modified through use of shorter sentences, summarising, highlighting

main points or presentation as picture or diagram.

Provide key sentences to help understanding of main themes, ideas and

characterisation.

Translation websites can be useful but employ with care!

Writing

Answer yes or no questions which can subsequently be extended to phrases or

short sentences.

Learner may be able to copy key points of lesson and translate for homework

At times, learner may write in First Language for subsequent translation.

Learner can sequence pictures and/or text to form short piece of writing.

Trace, draw pictures, maps and/or diagrams then label with words, phrases or short
sentences supplied by teacher.

Tables, matrices, flow charts, timelines all allow learner to record a little
information.

Learner can write sentences if beginnings and ending provided or choice of two
alternatives given.
Vocabulary

Display key vocabulary around the classroom, if possible, also in First Language.

Pre teach vocabulary before introducing a new topic through use of picture
dictionary.

Provide word list for new topic with key words highlighted.

Highlight key vocabulary on any worksheets.

Send work for next day home so that learners can familiarise themselves with
vocabulary, look up meanings or discuss with family. May also be able to research
in First Language, using the Internet.

Diagrams for annotation or cloze passages can be used for reinforcement of

learning. Expressions could be supplied.

Adapted from Support Strategies for Beginners in English Diagrammatic Jacqui Webber Grant,
Bracknell Forest Primary.

There are many websites which recommend strategies and resources for New
Arrivals and Beginners in English.
a)
The SEN Resources team of Bracknell Forest in England have produced a variety of
resources in relation to EAL and these can be accessed via their website at Bracknell
Forest Inclusion.
b)

Hownslow Language Service

http://www.hvec.org.uk/HvecMain/index.asp

H. Language Service
About HLS
Assess't & EAL Beg's
Advisory Visits
Publ's Catalogue
Curr. Supp. Materials
Literacy/Numeracy
EAL Resources
Policy Framework
Professional Dev'mt
PNS - EAL Pilot
Secondary
c)

BLSS Portsmouth Ethnic Minority Achievement Service

http://www.blss.portsmouth.sch.uk/index.shtml

d)

EALT, Marshlands Primary School, Marshfoot Lane, Hailsham, East Sussex

https://czone.eastsussex.gov.uk/specialneeds/eal/Documents/New%20arrivals
%20%E2%80%93%20advice%20for%20schools.pdf
Helpful Resources:
http://www.devon.gov.uk/eals-hlsframeworkforearlystages.pdf
e)
Good Practice Case Studies in Primary and Secondary
http://www.standards.dfes.gov.uk/primary/publications/inclusion/neap_guidance/ns_naep_
gdce_0065007.PDF
Also:

Shared Futures Training Workshops and DVD

Chapter7: Welcoming New Arrivals and Supporting Transitions

Page 50, 51 and 52.

www.sharedfutures.org.uk

Example of Out of School Hours Club for New Arrivals and Beginners in English
EAL in Drama and Music and resultant positive benefits in the classroom
Activity: Watch the video

http://www.teachers.tv/video/28242

This is an example of one particular initiative. In groups, think of one strategy which was
particularly helpful and discuss either how this could be employed within the classroom
setting or how your school would move forward to set up a similar project.
Note: There may also be new bilingual learners to schools who have experienced
interrupted learning (this may include Asylum Seekers), have little or no experience
of school and, as a result, are not literate in their first language.
Strategies and resources outlined on this site can help:
http://www.sflqi.org.uk/pdtraining/esol.htm

Slide 16:
This slide describes some quick and simple adaptations which can be made to classwork
in order to support access to the curriculum for new bilingual pupils.
Below are some additional quick ideas, which are easy to implement and which will help
support comprehension of text. These strategies would also be helpful for many
monolingual pupils.
Basic literacy activities might include:
Labelling
Find and Underline
Find the word
Fill the gap with cue cards
Odd-man-out
Sort and Match sets of picture cards to word cards
Use game strategies such as Pairs, Snap and Bingo
Complete word jigsaws
Key Visuals aid learners' conceptual development in a highly visual way. They enhance
discussion and negotiation; facilitate the recall of language and concepts and support
learners' note taking skills.
Key Visuals Notes
Which Key Visuals to Use

Branching Diagrams

Branching Diagrams
Hindu Holy Books Branching Diagram

Cause and Effect

Cause and Effect Diagram - Fishbone

Cause and Effect Diagram

Compare and Contrast

Compare and Contrast World War 1 Diagram

Cycle Diagrams

Cycle Diagram

Flow Charts

Flow Chart Diagram

Idea Charts

Cluster Diagrams with Main Ideas

Idea Chart - Story
Main Ideas and Details

Information Sheet

Information Sheet
Matrix
Sorting Table

Pie Charts

Pie Chart

Pyramid Charts

Pyramid Chart

Sequence Charts

Action Strip

Time Lines

Time Line
Ethnic Minority Achievement and Support Service Milton Keynes
The relationship of the Key Visual to Functional Language

Key Visual

Cognitive Processes/Language Functions

Graphs/Pie Charts

Classifying, categorising, defining, explaining, predicting, interpreting data,

drawing conclusions/inferences, generalising, hypothesising

Tables/Charts/Grid
s

Observing, labelling, describing, comparing, contrasting, explaining,

predicting, interpreting data, drawing conclusions/inferences, generalising,
hypothesising, classifying, categorising, defining

Tree Diagrams

Classifying, categorising, defining

Cycles

Sequencing spatially, ordering chronologically, explaining a process, drawing

conclusions, predicting, interpreting data

Action Strips

Defining steps in a process, sequencing spatially or chronologically

Flow Charts/Tables
with Numbered
Steps

Making decisions, sequencing spatially, identifying steps in a process

Maps/Plans

Observing , labelling, describing

Decision Trees

Making decisions, forming personal opinions, tracking alternative routes,

considering options

Time Lines

Temporal sequencing, ordering chronologically

Attribute Matrix

Classifying, describing, justifying opinions, reasoning, observing

Rating Charts/
Evaluation Grids

Evaluations, judging, criticising, justifying, stating preferences, expressing

personal opinions,
recommending , rank ordering, empathising

Venn Diagrams

Classifying , applying set criteria, contrasting , making decisions, justifying

opinions

Games

Turn taking, negotiating (through the task), following instructions, monitoring

progress (of self and others), enabling, orienting

Activity:

Refer to the table above and to Appendix 1.

The paragraphs on the left hand side of the page are about ordinary things. The space on the right
is for you to show the information in some other way. You may draw; make diagrams, graphs,
tables, charts or lists. Have fun!

There are seven rooms in the school. At nine

oclock in the morning, some of the rooms were
cooler than others. In class A it was 12C, in
class B it was 11C, class C had 14C, class D
had 9C, class E had 8C, class F had 8C and
class G had 11C.

Every member of the class plays cricket or

tennis. Some of the children play cricket and
tennis.

The children from our school travel in three

different ways. They come by train, by bus and
by foot. Half of them come by foot, twenty
percent come by bus and thirty percent come by
train.
When the sun shines on the sea the water gets
warm. Some tiny drops of water rise up to the
sky as clouds. Winds blow the clouds over the
land. The drops of water fall onto the land as
rain. Some water soaks into the ground, some is
trapped and stored for us to use. Some goes
into rivers. Most of the water finds its way back
into the sea through rivers and drains. There
the process begins again. It never stops. We
call this a cycle.

My house faces north and is on a road that runs

east and west. To get to school I need to turn
left out of my front gate, walk along until I get to
the pedestrian crossing, cross the street, turn
left and carry along down the road to the first
street to the right. Down past three houses is
my school.

Five children went to the greengrocers to get

some fruit. Sarah bought apples, oranges and
bananas. Amir bought pears ,apples, bananas
and plums.
Jordan bought oranges, pear and apples. Khadija
bought grapes, pears oranges and a melon.
Paul bought only one apple.

My grandparents had three children, Derek,

Maggie and Tony. Only Maggie and Tony (my
father) had children. Maggie had two children
(my cousins) and Tony had three children. My
older cousin got married last year and just had a
baby girl this summer.

To make a cup of tea it is important to do things

in the correct order. First, fill the kettle with
water and put it on. While the kettle is heating,
put the tea in the pot. When the water boils,
pour it into the pot. Leave to brew for a few
minutes. Put some milk into a cup. Finally pour
the tea into the cup.

I am nine years old and I was born in 1990.

When I was two years old, my sister was born.
Then our family moved to a different town in
1995, where we lived for two years. My brother
was born in 1998. We moved to our present
house after he was born.

Activity and Appendix 1 by courtesy of Glasgow City Council EAL Service

SECTION 2
Slide 17:

Supporting the Development of English as an Additional

Language in the Classroom

Slide 18:

Planning and Managing Appropriate EAL Support

Statements to introduce this section of the training pack. It is divided into three main
topics which are listed here.

Slide 19:

Class and Group Allocation

Read through these statements which describe strategies recommended within

Learning in 2+ Languages.

Side 20:

Implications for Class Teachers

This slide goes a bit further than the previous one. Read through
Add:

Successful decoding can mask a lack of comprehension

There may be cultural bias within standardised testing
A range of literacy experience will be brought into the classroom

Therefore, further issues to be explored within this package..

How can we find out what these experiences are?
Why are these experiences important?
Who do we share this information with?

Also refer to:

SEALCC Evidence of Good Practice for the Support of Bilingual Learners

Meeting Learners Needs

HGIOS 3, QI 5.3 and EEPBL, QI 3.4

(*Web link to LTS EAL Site)

Activity 1:
Language

Maths Activity Delivered in Asian

If possible choose the teachers from an Asian language background. Any fairly
unfamiliar language would work, however.
Materials below:

MATHS ACTIVITY
Match:

Answer:

10

TEACHERS S SCRIPT

Speaking throughout in Bengali, the teachers can decide for themselves which part
they wish to play.

Teacher 1 - Good afternoon. I am Sadique . And this is Monwar .. And we are

your teachers for today.
Teacher 2 This is what we would like you to do. A matching exercise. (Hold it up). Here
are the symbols for the numbers 1 10 and these numbers are in Arabic. (Demonstrate).
Teacher 1 Just match the one to the other, like the example.
Teacher 2 Its very easy!
Teacher 1 OK, just start.
Teacher 2 Dont say a word! Keep quiet! (Stern voice)
Teacher 1 (Turn to model learners) Any problems? No? Good!
Teacher 2 (Walking round, looking at the papers of the class). This is very bad! You
really do have problems with your numbers. You cant be very clever! You should be
much better than this!
Teacher 1 - You can work together now. Do you want to? (asks model learners) Will that
help?
Teacher 2 Okay, work together! (If the class did not understand this use gesture to
demonstrate.)
(Let a little time pass so that the exercise can be done with a partner.)
Teacher 1 Right, stop now! Youve had enough time!
Teacher 2 Put your hand up if you finished. (Two hands go up) Well done, was that
easy?
Teacher 1 (to the rest) This is disgraceful! You will have to work much harder!
Teacher 2 (pointing to the answer sheet). These are the answers. (Go quickly over the
answers.) For homework, you have to hand in the correct work tomorrow.
Instructions for Activity:
Set up the class of about eight learners. If possible plant two additional model
learners who can speak the language or have been prepared with the correct oral
responses.

At the end of the lesson ask the class:

How did you feel hearing the instructions in a language you could not understand?
Were you given enough time to complete this exercise?
Were the teachers strict? Were they helpful?
How did you feel when you were not allowed to talk in English?
How did you feel about the model learners?
Was it easier to tackle the exercise when you were allowed to discuss it in English?
Did you find the exercise easy? We are familiar with the concept of matching exercises in
Scottish classrooms. What if you had not faced this before?
Did you realise that you had been given homework? What might happen if you dont do
it?
When you looked at the answers, did you feel that you would have been able to do this
exercise?
Which Maths group do you now think you would be placed in after this assessment?
With a partner, discuss the implications of these findings with respect to classroom
management. Feed back one/two/three of these to the rest of the group.

Notes for Slide 21:

Presentation of Class Task

The information and advice below was written for teachers in advance of a visit from
Professor J. Cummins. Cummins is one of the worlds leading authorities on bilingual
education and second language acquisition. Mainstream teachers who have knowledge of
his theories and act on his advice will be in a much stronger position to help the EAL
students in their classes.
(For full report see:

http://esl.fis.edu/teachers/support/cummin.htm)

Cummins has devised a model whereby the different tasks we expect our students to
engage in can be categorized. In the diagram, tasks range in difficulty along one
continuum from cognitively undemanding to cognitively demanding; and along the other
continuum from context-embedded to context-reduced. A context-embedded task is one
in which the student has access to a range of additional visual and oral cues; for example
he can look at illustrations of what is being talked about or ask questions to confirm
understanding. A context-reduced task is one such as listening to a lecture or reading
dense text, where there are no other sources of help than the language itself. Clearly, a
task, which is both cognitively demanding and context- reduced, is likely to be the most
difficult for students, particularly for non-native speakers in their first years of learning
English. However, it is essential that EAL students develop the ability to accomplish such
tasks, since academic success is impossible without it.
Implications for mainstream teachers
If teachers have an awareness of the likely difficulty of a task, based on Cummins' model,
they can judge its appropriateness for the non-native speakers in their classes and in this
way avoid much frustration. This does not mean, however, that EAL students should be
fed a diet of cognitively-undemanding tasks. It may be beneficial to use such activities in
the student's early days at school, in order to build confidence, or as a lead in to a more
challenging activity. However, teachers should switch soon to tasks that engage the
students' brains, making these tasks accessible by providing visual or other support.
Once students are comfortable with these kinds of activities, they can be gradually
exposed to tasks that are both cognitively-demanding and context-reduced.

The degree to which a task is context-embedded depends on the number of channels of

information available to the student. So a student who listens to a news report on the
radio has only one channel of information - this is a context-reduced learning experience.
Compare this with the student who reads a report about the same event in a newspaper
article which contains photographs and diagrams. The student can read at her own speed
and has access to a dictionary. If she can also ask another student or her parents to
explain parts of the text, then she has many channels of information available to her. This
is clearly a context-embedded activity and as a result is much more manageable.
Further Reading: For an interesting discussion of what happens when teachers start
with a context reduced and cognitively demanding task and then have to modify it, see
the Mackay article below.)
Mackay, R. (1991) Embarrassment and hygiene in the classroom ELT Journal 47/1 Oxford:
OUP
Practical examples:
In the version, below, various forms of mathematical assessment activity are placed
within the quadrants.

It can be hypothesised that activities in the upper right-hand corner of the diagram are
likely to be more problematic for learners of EAL and so less reliable indicators of their
mathematical capabilities. Similarly, those in the lower left-hand corner are likely to be
more useful to teachers. Given a choice, teachers could therefore seek to develop or use
assessment methods closer to the lower left-hand corner.
Unfortunately, formal mathematics tests are widely used in the UK. Given this situation,
teachers could look for ways to, in effect, move methods of assessment away from the
upper right-hand corner towards the centre of the diagram. For example, mental
arithmetic tests provide little linguistic context but are highly demanding, since they rely
entirely on listening there is no opportunity to interact with the questioner. Learners
could be prepared for such tests by developing activities in which listening skills are
practiced. Learners could be provided with a set of questions, for example, and are then
asked to identify which question is being orally asked.

Extract adapted from

http://www.naldic.org.uk/ITTSEAL2/teaching/Maths1.cf

Cognitively Demanding

Transformation of information
Compares
Contrasts
Recalls
Reviews
Seeks solutions to problems
Generalises
Summarises
Plans/organises information
Classifies by known criteria
Defines meaning
Translates information from one medium
to another

Academic

Transformation of Information
Argues a case
Identifies criteria
Develops and sustains ideas
Justifies opinion or judgement
Evaluates critically
Interprets evidence, makes deductions
Forms hypotheses, asks further questions
for investigation
Predicts results
Applies principles to a new situation
Analyses, suggests solutions and tests
Makes inferences, extrapolating from
known facts
Rank-orders according to own criteria

Language

Context

Context

Embedded

Reduced
Social

Language

Reads to find specific information

Identifies
Matches
Retells
Describes observations
Sequences
Narrates with a sense of beginning,
middle and end

Copies from board or text

Repeats utterances of adult
Colours in

No Transformation of Information

No Transformation of Information

Cognitively Undemanding

Activity:

Defining

Identifying

Comparing

Repeating

Hypothesising

Evaluating

Describing

Copying

Following instructions

Generalising

Analysing

Understanding cause
and effect

Inferring

Understanding rules

Narrating

Sequencing

Classifying

Understanding a
process

Naming

Cut out the above cards. They are all activities that children and young people might be
asked to do in any classroom.
Put them in order from the most cognitively demanding to the most cognitively
undemanding.
Notes for the trainer:
The point of course is that they can not easily be put in order because it depends on how
much contextual support is given. Even the apparently easy ones (repeating, copying)
can be demanding if, say, the learners are asked to repeat a paragraph of spoken Russian
or copy three pages of Arabic script.
This activity and reference diagram above are by courtesy of Glasgow City Council EAL Service

Activity:

Reading and answering questions in Portuguese

Courtesy of Aberdeenshire EAL Service

OS TRS PORQUINHOS
Era uma vez trs porquinhos Prtico, Heitor e Ccero que
decidiram construir suas prprias casas.
Ccero no queria se cansar muito e decidiu construir uma
casa de palha.
Heitor decidiu construir uma casa de madeira.
J Prtico optou por uma casa de cimento, que leva mais
tempo para ser construda, ento ele via seus irmos brincando
enquanto ele terminava sua casa.
Um dia apareceu o Lobo Mau e viu os porquinhos. Ele
iria com-los! Foi atrs de Ccero e chegou sua casa
Lobo com um sopro fez a casa ir aos ares. Enquanto
o Lobo decidiu ir atrs de Heitor. Chegando na casa
mesma coisa, com dois sopros levou tambm a casa de
ares!

decidiu que
de palha. O
Ccero fugia,
dele, fez a
madeira aos

Ambos Ccero e Heitor fugiram para a casa de

Quando o Lobo chegou casa de cimento, ele comeou
destru-la tambm, mas no conseguia. Aps vrias
frustradas, o Lobo resolveu descer pela chamin.

Prtico.
a soprar para
tentativas

Prtico fazia sopa de legumes para o jantar e o Lobo caiu

direto dentro do caldeiro! O Lobo saiu em disparada e nunca
mais voltou!!
Daquele dia em diante, os trs porquinhos resolveram morar
juntos e todos viveram felizes para sempre na casa de tijolos.

OS TRS PORQUINHOS
Era uma vez trs porquinhos Prtico, Heitor e Ccero
que decidiram construir suas prprias casas.
Ccero no queria se cansar muito e decidiu construir uma
casa de palha.
Heitor decidiu construir uma casa de madeira.
J Prtico optou por uma casa de cimento, que leva mais
tempo para ser construda, ento ele via seus irmos
brincando enquanto ele terminava sua casa.
Um dia apareceu o Lobo Mau e viu os porquinhos. Ele
decidiu que iria com-los! Foi atrs de Ccero e chegou sua casa de palha. O Lobo com
um sopro fez a casa ir aos ares. Enquanto Ccero fugia, o Lobo decidiu ir atrs de Heitor.
Chegando na casa dele, fez a mesma coisa, com dois sopros levou tambm a casa de
madeira aos ares!
Ambos Ccero e Heitor fugiram para a casa de Prtico. Quando o Lobo chegou casa
de cimento, ele comeou a soprar para destru-la tambm, mas no conseguia. Aps
vrias tentativas frustradas, o Lobo resolveu descer pela chamin.
Prtico fazia sopa de legumes para o jantar e o Lobo caiu direto dentro do caldeiro! O
Lobo saiu em disparada e nunca mais voltou!!
Daquele dia em diante, os trs porquinhos resolveram morar juntos e todos viveram
felizes para sempre na casa de tijolos.
OS TRS PORQUINHOS
Era uma vez trs Porquinhos Prtico, Heitor e Ccero que decidiram construir suas
prprias casas.
Ccero era preguioso e no queria se cansar muito, ento disse:
Vou construir minha casa de palha, assim terei mais tempo para brincar!
Heitor tambm gostava muito de brincar e no queria ter trabalho, ento disse:
Vou fazer minha casa de madeira!
J Prtico pensou que as outras duas casas no seriam seguras contra o Lobo e disse:
Vou fazer uma casa de cimento que muito segura e prova de Lobo!
Assim os trs Porquinhos construram suas casas.
Um dia apareceu o Lobo que viu um dos Porquinhos em sua casa e foi logo dizendo:
Estou com muita fome, aquele Porquinho me parece muito saboroso!
Chegando a casa do Porquinho, o Lobo disse:
Abra a porta Porquinho se no vou soprar e levar sua casa aos ares!
O Porquinho no abriu a porta, o Lobo deu um sopro e l se foi a casa de palha aos
ares!
Enquanto Ccero fugia, o Lobo foi at a casa de madeira de Heitor, e disse novamente:
Abra a porta Porquinho se no vou soprar e levar sua casa aos ares!

Heitor no abriu a porta, o Lobo soprou duas vezes e l se foi a casa de madeira aos
ares!
Ambos Ccero e Heitor fugiram para a casa de Prtico.
O Lobo os seguiu. Chegando casa de cimento j foi dizendo de novo:
Abra a porta Porquinhos se no vou assoprar e levar sua casa aos ares!
O Lobo soprou e soprou e a casa no se mexeu! Ele resolveu ento que iria entrar pela
chamin.
Prtico fazia sopa de legumes para o jantar e o Lobo caiu direto dentro do caldeiro! O
Lobo saiu em disparada e nunca mais voltou!!
Daquele dia em diante, os trs Porquinhos resolveram morar juntos e todos viveram
felizes para sempre na casa de tijolos.
Instructions for Activity:
Divide large group into three smaller groups. Hand out a different version of the story to
each group. Give them all plenty of time to read it. Hand out the questions. Which
group was the most successful in finding the correct answers. Plenary to note the reasons
for this. Which quadrant did each of these exercises fit into?
OS TRS PORQUINHOS
Questes
1. Do que se trata o texto?
2. Quais estratgias foram utilizadas na realizao da tarefa?
3. Como voc se sentiu com a apresentao em lngua estrangeira?

English version:

Three Little Pigs

Questions

1. What is the text?

2. What strategies did you use in trying to make sense of the text?
3. How did you feel when presented with a lot of text in a foreign language?

Similar Activity
Follow the same instructions. This time, the folk tale is unfamiliar
O Saci
Monteiro Lobato
Tio Barnab era um negro de mais de oitenta anos que morava
no rancho coberto de sap l junto da ponte. Pedrinho no
disse nada a ningum e foi v-lo.
- Tio Barnab, eu vivo querendo saber duma coisa e ningum
me conta direito. Sobre o saci. Ser mesmo que existe saci?
- Pois, seu Pedrinho, saci uma coisa que eu juro que existe.
Gente da cidade no acredita mas existe. A primeira vez que
vi saci eu tinha assim a sua idade. Isso foi no tempo da
escravido, na fazenda do Passo Fundo, do defunto major
Teotnio, pai desse coronel Teodorico, compadre de sua av
dona Benta. Foi l que vi o primeiro saci. Depois disso, quantos
e quantos!
- Conte, ento, direitinho, o que saci.
E o negro contou tudo direitinho.
- O saci comeou ele um diabinho de uma perna s que anda solto pelo mundo,
armando reinaes de toda sorte e atropelando quanta criatura existe. Traz sempre na
boca um pitinho aceso, e na cabea uma carapua vermelha. A fora dele est na
carapua, como a fora de Sanso estava nos cabelos. Quem consegue tomar e esconder
a carapua de um saci fica por toda a vida senhor de um pequeno escravo.
- Mas que reinaes ele faz? indagou o menino.
- Quantas pode respondeu o negro. Azeda o leite,
quebra
a
ponta das agulhas, esconde as tesourinhas de unha,
embaraa os
novelos de linha, faz o dedal das costureiras cair nos
buracos.
Bota moscas na sopa, queima o feijo que est no
fogo, gora os
ovos das ninhadas. Quando encontra um prego, vira
ele de ponta
pra riba para que espete o p do primeiro que
passa. Tudo
que numa casa acontece de ruim sempre arte do
saci.
No
contente com isso, tambm atormenta os cachorros, atropela as galinhas e persegue os
cavalos no pasto, chupando o sangue deles. O saci no faz maldade grande, mas no h
maldade pequenina que no faa.
- E a gente consegue ver o saci?
- Como no? Eu, por exemplo, ja vi muitos. Ainda no ms passado andou por aqui um saci
mexendo comigo por sinal lhe dei uma lio de mestre

http://www.jangadabrasil.com.br/setembro/im10900c.htm

O Saci
Monteiro Lobato
Tio Barnab era um negro de mais de oitenta anos que morava no rancho coberto de
sap l junto da ponte. Pedrinho no disse nada a ningum e foi v-lo.
- Tio Barnab, eu vivo querendo saber duma coisa e ningum me conta direito. Sobre o
saci. Ser mesmo que existe saci?
- Pois, seu Pedrinho, saci uma coisa que eu juro que existe. Gente da cidade no
acredita mas existe. A primeira vez que vi saci eu tinha assim a sua idade. Isso foi no
tempo da escravido, na fazenda do Passo Fundo, do defunto major Teotnio, pai desse
coronel Teodorico, compadre de sua av dona Benta. Foi l que vi o primeiro saci. Depois
disso, quantos e quantos!
- Conte, ento, direitinho, o que saci.
E o negro contou tudo direitinho.
- O saci comeou ele um diabinho de uma perna s que anda solto pelo mundo,
armando reinaes de toda sorte e atropelando quanta criatura existe. Traz sempre na
boca um pitinho aceso, e na cabea uma carapua vermelha. A fora dele est na
carapua, como a fora de Sanso estava nos cabelos. Quem consegue tomar e esconder
a carapua de um saci fica por toda a vida senhor de um pequeno escravo.
- Mas que reinaes ele faz? indagou o menino.
- Quantas pode respondeu o negro. Azeda o leite, quebra a ponta das agulhas,
esconde as tesourinhas de unha, embaraa os novelos de linha, faz o dedal das
costureiras cair nos buracos. Bota moscas na sopa, queima o feijo que est no fogo,
gora os ovos das ninhadas. Quando encontra um prego, vira ele de ponta pra riba para
que espete o p do primeiro que passa. Tudo que numa casa acontece de ruim sempre
arte do saci. No contente com isso, tambm atormenta os cachorros, atropela as
galinhas e persegue os cavalos no pasto, chupando o sangue deles. O saci no faz
maldade grande, mas no h maldade pequenina que no faa.
- E a gente consegue ver o saci?
- Como no? Eu, por exemplo, ja vi muitos. Ainda no ms passado andou por aqui um saci
mexendo comigo por sinal lhe dei uma lio de mestre

For version in English:

There are many free online translators. Some are better than others....words are often
translated literally and so, at times, it can be difficult to make sense of the text.
For this extract try: http://www.online-translator.com/Default.aspx/Text

O SACI
Questes
1. Do que se trata o texto?
2. Quais estratgias foram utilizadas na realizao da tarefa?
3. Como voc se sentiu com a apresentao em lngua estrangeira?

English version:

The Saci
Questions

4. What is the text?

5. What strategies did you use in trying to make sense of the text?
6. How did you feel when presented with a lot of text in a foreign language?

Group feedback: How much harder was it to work out the story this time? What are
the implications of this for classroom practice?

Slide 22:

Planning for EAL Learners in Class

What does the Learner Bring to

the Task?

What are the task

demands?

What additional
support needs to be
planned?

Assign learner to
new group
Social

Good social skills and social

English

Supporting group
work in class

Familiarity with group work

Collaborating in pair
work during walk
around school
environment

Tends to rely on friends to

provide answers

Decide on roles for

the members of the
group
Initial listening and
recording role
Change role to
reporting after some
exposure to task

Experience of erosion during

school camp and environment
of school
Cognitive

Identify causes of
erosion and match
cause card to
photo of erosion
Describe processes
of erosion in school
environment

Can use basic expressions of

cause and effect

Technical vocabulary
Description of
processes of erosion

Linguistic

Clear instruction
about aims and
phase of lesson
Provide glossary of
technical terms
Provide key visual in
form of flow chart to
show processes

Discussion of photos
to elicit key words;
scree, frost/ wind
damage
Sentence frames for
causal sentence
structure and use of
causal verbs eg
produce, give rise
to, result in..

Adapted from Learning in 2+ Languages, page 15

Activity: In groups, discuss the completed table above. With a partner, decide on a
lesson which you have recently delivered to your class. Complete the blank table below
to support the desired learning outcomes for that lesson.

What does the

Learner bring to the
task?

Social

Cognitive

Linguistic

What are the task

demands?

What additional
support needs to be
planned?

Slide 23:

Appropriate Support for Bilingual Learners

This topic will be developed further within the three main areas described. Expand with
the aid of:
Helpful Strategies
1. Plan all lessons with the needs of EAL learners in mind.
2. Explain the objectives of the lesson clearly and utilise warm-up sessions to motivate
and activate previous learning.
3. Define targets clearly, ensure they are simple and obtainable, write the targets down
for the first-stage learners and tick them off as they are achieved.
4. Illustrate items from the learners cultural backgrounds and from what the learners
are interested in.
5. Pay particular attention to vocabulary and structures in the lessons.
6. Maximise the use of talk as a learning tool, including role-play.
7. Encourage learners to discuss and share their linguistic knowledge.
8. Allow extra time to complete written tasks and use adults as scribes.
9. Provide writing frames at appropriate levels of difficulty.
10.Ensure EAL learners are grouped with peers who are the best models of English as well
as speakers of their OWN language whenever possible.
11.Have a high status policy to enable more advanced EAL learners to be buddies to new
arrivals who share a common language.
12.Promote classroom practice that encourages and rewards peer support.
13.Pre-teach vocabulary and key concepts in the home language.
14.Provide vocabulary lists on the board and in writing to be taken home.
15.Hold parent groups (using interpreters if necessary) focusing on how to help children
at home.
16.Forge links with supplementary schools.
17.Use mime, puppets, demonstrations, artefacts, and visual aids including multilingual/
multicultural displays to create a positive learning environment.
18.Use inclusive seating arrangements.
19.Encourage the use of home language to write.
20.Provide bilingual resources such as dictionaries, texts, tapes, and videos.

Adapted From March is Multilingual Month, Compiled by Fahro Malik, Chief Executive Officer,
Lynk Reach

Further Reading: http://londonmentors.net/store/store/profst_files/docs/Inclusion

%20EAL/Teaching%20Strategies/10.%20Handout%20on%20Advice%20for%20Effective
%20Teaching.doc
An example of teacher using these in practice:
http://www.teachers.tv/video/571 - Assessing Speaking
Accompanying Resources
Activity: In groups of three discuss two successful approaches used in this video.
Discuss the ways in which you have adopted these within your own daily practice. How
could you develop this work further in the near future? Report back your findings to the
main group.
Slide 24

A Holistic Approach

The three bullet points describe the aspects of a holistic approach for bilingual learners
which would need to be taken into consideration. The ideas can be developed further
through discussions around appropriate information gathering. We should know about:

Learners Language Profile

Previous Experiences of School
Individual Learning Styles

Creating an environment that admires multi-lingualism will provide additional learning

experiences for all learners. It is important therefore to consider how bilingual learners
can share, use and develop their language knowledge in the classroom.
Schools should also be aware of and aim to maintain and develop their relationships with:

Language exams
Connections with community schools.

Further related reading:

URL_ID=41344&URL_...

Also refer to:

Learners

portal.unesco.org/en/ev.php-

SEALCC Evidence of Good Practice for the Support of Bilingual

HGIOS 3, QI 8.1 and EEPBL, QI 4.8

Links with local authority or other managing body, other schools, agencies and employers
(*link to EAL page on LTS site)

Slide 25

Interaction

All strategies should be good practice for all learners but it is particularly important when
working with bilingual learners to:

Keep expectations high

Activate prior knowledge and teach new vocabulary and concepts before reading
and writing
Ensure regular keen observation and the sharing of information

Aim to work collaboratively at all levels

Networking is an important part of the process: community language teachers,
previous teachers, classroom assistants and others
There needs to be absolute clarity regarding the role of specialist EAL support. This
should be clearly understood by Class Teachers, Classroom Assistants, Parents/Carers
and all learners.
Also refer to:
Learners

SEALCC Evidence of Good Practice for the Support of Bilingual

HGIOS 3, QI 7.2 and 7.3 and EEPBL QI 6.6
Staff Review and Development

(*Link to EAL page on LTS website)

Further Reading:
www.ltscotland.org.uk/learningaboutlearning/c...
Activity:
Shared Futures DVD
Chapter 8
Watch the first video of the Elizabeth Garrett Anderson Language School, Islington,
London.
In groups, identify some of the successful approaches and outcomes described and
then consider the checklist on page 52 of Learning in 2+ Languages. Think about
the situation in your own school. Which of these strategies have you used
successfully and which would you like to develop further? Then, group discussion,
focussing on the additional methods and resources which would be required to do this.

Slide 26:

Independence in Learning

The principles within Aifl are particularly helpful for bilingual learners.

For original diagram: http://www.ltscotland.org.uk/assess/images/aifl_triagram_tcm4232905.pdf

Further information can be found in example:
http://www.westlothian.gov.uk/sitecontent/documentlist/educationpublications/aifl
Additional notes:
Moving on with Literacy
Bilingual learners literacy skills can be transferred from one language to another

Factors that can affect literacy skills

o
o
o

different cultural experience

range of vocabulary and knowledge of structures
possible cultural bias within standardised testing

Therefore it is important that before reading and writing prior

knowledge should be activated and new vocabulary and concepts
taught.

Watch this video to see one short example of how to do this:

http://teachingtoday.glencoe.com/videos/view/activating-prior-knowledge
Strategies to help:
http://wvde.state.wv.us/strategybank/activating.html

While reading and writing try to use collaborative activities.

After reading and writing share learning outcomes.

Activity: Watch this short video

http://edcommunity.apple.com/ali/story.php?itemID=306
In small groups, think of how this approach could be adapted for a topic you are working
on, or one you are planning, at present. Feed back your ideas to the whole group.

Teaching Structures and Functions of Language across the Curriculum

For any curricular area:
Example

Functions of language
which may be used

Structures of language which

may be used

P.E, Science, Technology

and others.

Explaining, suggesting,
giving instructions,
planning, reasoning,
evaluatingand so
on.

If we open the window,

then.., perhaps we could..,
you need to start here, we
could put., thats not a
good idea because. it
would have been better if

Art, Home Economics,

Science, Geographyand
others

Classifying, comparing
and contrasting,
agreeing, disagreeing,
expressing
preferenceand so
on

This is the same as..this

goes with, this has but that
has, but that one had a
better taste ..I liked the one
with more..,

Adapted from Helping Bilingual Pupils to Access the Curriculum, Geri Smyth, pages 68
and 69

Helpful Resources:

http://www.macmillanenglish.com/Course.aspx?id=40516

http://www.standards.dfes.gov.uk/secondary/keystage3/all/respub/ma_eal
www.standards.dfes.gov.uk/secondary/keystage3/all/respub/ englishpubs/en_eal
Two examples here but most curricular areas covered by similar documents from Dfes
There are also similar resources from Hounslow Language Service: One example would
be the Knowledge Framework Approach in Year 7 Geography
Activity:
Watch these videos:
http://www.teachers.tv/literacy Introduction
http://www.teachers.tv/video/3330 Primary
http://www.teachers.tv/video/3465 Secondary
After each video, in groups of two, think of a lesson you have recently been working on.
Explain your method for planning. What was the specialist vocabulary involved and
which were the structures and functions used? Were your bilingual learners familiar with
these? How did you help them to acquire this language? What strategies would you now
adopt to further develop the process? Discuss your ideas with the main group.

Also refer to:

Learners

SEALCC Evidence of Good Practice for the Support of Bilingual

QI HGIOS 3, 2.1 and QI EEPBL 3.3
Pupils Learning Experiences

(*Link to EAL page on LTS

site)

Here are some additional useful strategies when considering the presentation of text:
Directed Activities Relating to Texts (DARTs).
Identify some of these for the following activity:

List key points

Selectively underline key words or key information
Produce a diagrammatic representation of the text flow chart, spider diagram
Take sections of text and order in a logical manner
Match paragraphs with supplied headings
Break the text down into segments
Label parts of the text
Group similar ideas
Convert information from text to table
Complete the text, filling in missing words, phrases or sentences.
Answer specific questions (and/or think up own questions)
Summarise the text

Activity:

Read the following passage:

The next time the water truck came, it was driven by Mr Pendanski, who also brought
sack lunches. Stanley sat with his back against a pile of dirt and ate. He had a baloney
sandwich, potato chips and a large chocolate chip cookie. How you doin? asked
Magnet. Not real good, said Stanley. Well, the first holes the hardest. Magnet said.
Stanley took a long, deep breath. He couldnt afford to dawdle. He was way behind the
others and the sun just kept getting hotter and hotter. It wasnt even noon yet. But he
didnt know if he had the strength to stand up. He thought about quitting. He wondered
what they would do to him. What could they do to him? His clothes were soaked with
sweat. In school, he had learned that sweating was good for you. Its natures way of
keeping you cool. So, why was he so hot? Using his shovel for support, he managed to
get to his feet. Where are we supposed to go to the bathroom? he asked Magnet.
Magnet gestured with his arms to the great expanse around them. Pick a hole, any
hole, he said. Stanley staggered across the lake, almost falling over a dirt pile. Behind
him, he heard Magnet say, But first make sure theres nothing living in it!
From Holes by Louis Sachar
Trainer allocates two different approaches to each small group. Then, plenary to explain
the exercises and discuss how these have made the text more accessible.
Further Reading for Reference:

Learning Styles:

Table on Appendix 2

Note: While pupils may have a preferred learning style, it's important that they
experience a range of teaching and learning styles.

Slides 27 and 28

Functions and Roles of EAL Support Staff

The statements on these slides come directly from Learning in 2+ Languages.

Activity:
In groups, look at the Checklists on page 20 of Learning in 2+ Languages. Discuss how
your school makes use of the EAL Support Service available in your authority and
highlight two new ways in which you could adapt your particular approach. Report back
to main group.
Watch:
http://www.teachers.tv/video/1429 - Key Stage 1 Science Pushing and Pulling
Accompanying Resources
In groups, discuss the role of the EAL staff in this video. Compare this to your particular
situation. Which areas would you like to develop further?

SECTION 3
Slide 29:

Partnership with Parents and Carers.

Note:
Parental participation in any learners schooling impacts greatly on progress and
achievement. It is therefore essential that schools establish trust and good relationships
with their bilingual parents.
Activity:
Does your school/establishment have good relationships with
Parents/Carers?
Refer to Learning in 2+, page 27, Checklists for Action.
Discuss your situation with a partner. What further developments could
you make
in the near future? Feed back your thinking with the whole group.
Barriers to this involvement might include:

Inefficient system for the welcome of new arrivals

Inability to communicate in English
Little information in an appropriate language
An unfamiliarity with the education systems in the UK
Traditionally or culturally, no expectation that parents will take part in their childs
education
Lack of awareness about what the school can offer
Programmes and activities on offer not relevant for needs
Lack of questioning regarding needs
Little information in school with respect to relevant cultures and experiences
Worries regarding health, money, housing and employment
Lack of awareness concerning local agencies and services which are available to
help
Lack of childcare facilities
Wariness with respect to trust
Adapted from Shared Futures page 24

Activity: Statements Game for three groups. If possible, find or make up three large
games of Snakes and Ladders.

Place all statements on game with blu tac, either at the top of a ladder or the bottom of a
snake. The groups then play, lifting off the barrier statements as they go. Discuss each
and place in either most important, important or not important pile. Report back to main
group, with reasoning, when finished.
If no Snakes and Ladders, then each small group should identify 9 barriers out of the 13
to work with. Place these in a Diamond shape, the most important at the top, the least at
the bottom. Report the findings back to the main group.
Some successful strategies which have been employed by schools are outlined within
these articles:

http://www.standards.dfes.gov.uk/primary/publications/inclusion/newarrivals/1160059
http://www.naa.org.uk/libraryAssets/media/Assessing_CS_v6a.pdf
http://www.havering.gov.uk/media/pdf/2/t/English_as_an_Additional_Language__A_Guide_for_Early_Years_Practitioners_Nov_2008.pdf

Slide 30:
Activity:

Welcoming Bilingual Parents/Carers

Learning in 2+ Languages, page 10.
Initial Contacts and Enrolment

Examine the section printed in blue. Explain to a partner how your school or
establishment meets the bullet points described. Decide what further developments
could be made in the short or medium term. Feed back your thinking to the group as a
whole.
Watch these videos:
http://www.teachers.tv/video/3077
http://www.teachers.tv/video/2850
http://www.teachers.tv/video/2851
After each, in groups, list the ways in which these schools have worked to make parents
feel included. What have been the benefits of this? What would your establishment
develop further to make sure that bilingual parents take part fully in the life of the school
and in the education of their children?
Activity:
Shared Futures Chapter 9
Watch St Pauls Roman Catholic School, Glasgow
In groups, share initial thoughts and reflections. Identify the approach (es) taken. What
has been the outcome of this project? How could your school work to improve success
regarding involvement of parents and carers?
Activity:
In groups discuss these questions and note answers for plenary. What improvements
would you now make?

At initial contact and enrolment, how does your school engage bilingual parents
effectively?
At key transition stages, how do you involve bilingual parents?
How do you capitalise on their bilingualism and culture to benefit the school
community?
Use of Interpreters. How do you ensure parents rights and equal access to
information?

ASL Act and RRAA section 2

It is important to note that all parents are entitled to a qualified
interpreter and family members should not be used.

Additional Resource:
City of Edinburgh DVD and Training Pack
Also refer to:
Learners

Partnerships with Parents and Carers

SEALCC Evidence of Good Practice for the Support of Bilingual

HGIOS 3, QI 2.2 and 5.7 and EEPBL QI 5.4

Partnership with Parents, the School Board and the Community
(*Link to EAL page on LTS website)

SECTION 4
Slide 31:
Slide 32:

Assessing the Progress of Bilingual Learners

Holistic Assessment

Go over triangle to look at all elements of wellbeing. Trainer could refer to GIRFEC
and relate to their authority guidelines.
For bilingual learners in particular, consider

Information from parents, community organisations and translated school reports

Literacy in the home and previous school. What is the nature of the transferable
skill?
Observations of use of both languages in class and social situations
Records of Support for Learning or EAL support, where appropriate
The requirement for any additional consultation or information gathering e.g.
Health Service, Social Work, Community Schools and Associations.

Build up and maintain a complete profile over time

Activity:
In groups of three, examine the checklist, coloured in blue, on page 21 of Learning in 2+
Languages. Discuss how your school gathers the information required. What methods
or processes do you use? Which members of staff would this be passed to and how would
the information then be acted on. Think of two ways you would develop this process
more effectively. Feed back your ideas to the main group.
Slide 33:

Language Support Needs

A comprehensive assessment of these three main areas would be required in order to

determine language support need.
Activity:
Watch this video http://www.teachers.tv/video/569
In groups of three discuss the methods the two class teachers used in order to assess the
language needs of one bilingual learner. How do these fit within the three statements
made on this slide? Fill in the table below and report back your findings to the main
group.
What would you do in your school, in the near future, to further develop work in this area?

Methods Used

Ability to communicate

Success with accessing the curriculum

Mastery of technical aspects of

language

Slide 34:

Stages of English Language Acquisition

Note: Trainers should point out that the definitions have changed since the publication
of Learning in 2+ Languages. They are now as below.
There is an annual survey of English Language Levels in schools which takes place in
September. This helps determine accurate data for Scotland.

SCOTXED LEVELS OF ENGLISH LANGUAGE ACQUISITION

Level 1 - New to English - May use first language for learning and other purposes. May
remain completely silent in the classroom. May be copying/repeating some words or
phrases. May understand some everyday expressions in English but may have minimal or
no literacy in English. Needs considerable support to operate in English.
Level 2 - Early Acquisition - May follow day to day social communication in English and
participate in learning activities with support. Beginning to use spoken English for social
purposes. May understand simple instructions and can follow narrative/accounts with
visual support. May have developed some skills in reading and writing. May have become
familiar with some subject specific vocabulary. Still needs a significant amount of support.
Level 3 - Developing competence - May participate in learning activities with
increasing independence. Able to express self orally in English, but structural inaccuracies
are still apparent. Literacy will require ongoing support, particularly for understanding

text and writing. May be able to follow abstract concepts and more complex written
English. Requires support to access the curriculum fully.
Level 4 Competent - Oral English will be developing well, enabling successful
engagement in activities across the curriculum. Can read and understand a wide variety
of texts. Written English may lack complexity and contain occasional evidence of errors in
structure. Needs some support to access subtle nuances of meaning, to refine English
usage, and to develop abstract vocabulary.
Level 5 Fluent
Can operate across the curriculum to a level of competence equivalent to that of a
learner who uses English as his/her first language.
NA: Not assessed. Not time to assess between entry in August and census in
September. Any new arrival or learner in P1. Assessment should take place after one
term.
English First Language: This is for learners who are not bilingual.
LC should be altered to state Learners who have significant and complex additional
support needs which affect communication and make assessment in EAL inappropriate.

Further Reading:

The Early Stages of Learning English

Research

Many bilingual children who are at an early stage in their learning of English go through a 'silent
period' when they first enter an unfamiliar early years setting. This can last for up to six months or
longer. This is not a 'passive' stage. During this time, children will be watching, actively listening,
and exploring their environment to understand new experiences and to develop new meanings.
They will be trying to relate previous knowledge to new contexts. It is important that children
should not feel pressurised to speak until they feel confident enough to do so. However, it is
essential that adults continue to talk to the children, to pick up their non-verbal responses, to
support the child's understanding of meaning, and to involve them in activities; these strategies
will help children to internalise the language they hear and to develop a sense of the patterns,
meanings and range of language functions in their new, unfamiliar environment.

During this time, children may begin to use non-verbal gestures as a response to a question or to
indicate a need. Understanding is in advance of spoken language.

Many children may begin to 'echo' single words and some short phrases used by adults and peers.
All attempts at speech should be encouraged and praised.

There will be a development of 'formulaic' language ('chunks' of social speech) e.g. "Mummy come
soon." "My turn." Children may begin to join in with story refrains and repetitions and songs.
Chunking' will continue, but children will increasingly begin to use one word utterances (frequently
nouns) which will perform a range of language functions (e.g. questioning, responding, naming).
Children will then begin to generate their own 'telegraphic' sentences, using two or three word
utterances. Function words are likely to be omitted, the main concern being the communication of
meaning. Non-verbal gestures will often accompany speech. Holistic phrases (a development of
'chunking') will continue during this stage.
Children will begin to use extended phrases or simple sentences which contain surface
developmental errors in the use of plurals, tenses, personal pronouns, function words and articles.
Again the emphasis is on the communication of meaning.
Increasingly children will develop more control in their use of functional language. However
surface errors in the use of tenses, word endings and plurals will continue for some time until
children understand the use of different grammatical structures in the target language, which may
be very different from the home language.

This outline of the development of young children's learning of English as an additional

language has been prepared by NALDIC to inform judgements made by educators in
assessment contexts. It draws on research findings. The process should be seen as
cumulative and there will be variations in the rate of development according to
environmental, personal and social factors.

Activity:

Early Stages of English Language Acquisition

Cut coloured comments into strips and put in envelopes.

Groups sort into correct sequence.
Think about how closely individuals had to engage with text in order to be able to do this
and how this affected success with the understanding of the stages of second language
acquisition.
Relate this to methods which can be used in the classroom to help bilingual learners and
others access the curriculum.
Can this information now be matched to the Stages of English Language Acquisition
above? With a partner, fit these statements into either New to English, Early Acquisition
and Developing Competence. Discuss your answers with the rest of the group. Collect in
statements when your activity is complete.

Slide 35:

Tools for Assessment

This slide describes additional features which need to be taken into account when
assessing bilingual learners. Again, care should be taken when interpreting results from
setting published assessment material. There may also be the possibility of cultural bias
in terms of concept or language used.
Examples:
Primary 2 learners asked to write about keeping a pet for National Testing. During
planning, there was discussion around the choice of type of animal which would be
suitable. Child from Ecuador could not understand the concept of keeping a guinea pig in
this way. She was used to eating it as a delicacy!
Primary 3 learner from Bangladesh was astonished that he should find it acceptable to
eat Halal Hot Dog in canteen for lunch. Horrified, he exclaimed, Why you eat hot dog?
I no eat hot dog! He ran around the others in the dining hall saying, Do you know you
eat hot dog? and created quite a stir!
Further Reading AiFL (Summative and Fomative Assessment):
http://www.ltscotland.org.uk/learningaboutlearning/images/lon_girl
%2520working_tcm4419120.png&imgrefurl=http://www.ltscotland.org.uk/learningaboutlearning/ass
essment/research/rsassessment.asp&usg=__9nbUfMvzeg4T8NaN4oRAAcvoPs=&h=200&w=300&sz=296&hl=en&start=8&sig2=rYMv
MKgcUhXiwYmLiV7bXg&tbnid=uEvqQbUj_XUbXM:&tbnh=77&tbnw=116&ei=Iks
1Sd2FHYmOxAG32eyiCA&prev=/images%3Fq%3Dlearner%2Bassessment
%26gbv%3D2%26hl%3Den%26sa%3DG

Slide 36:

Bilingual Learners with other Additional Support Needs

Further Information:
http://www.mkweb.co.uk/emass/documents/website_EAL_SEN_Artwork.pdf
Milton Keynes publication:
Guidance on the Assessment of EAL Learners who may have Special Educational Needs
Page 10 is especially helpful.

Slide 37:

Evidence Gathering

Consider the following scenarios: EAL or Other Additional Support Need?

A learner, born in England, with EAL has now reached the end of Primary 5 and is still only
achieving Level B in reading and writing assessments. Does he need support for an
additional support need?
A learner from the Sudan joins an Infant school in Nursery. By the middle of Primary 2 she
still struggles to make eye contact with adults and peers and has not formed any close
friendships. She reacts adversely to changes in routine, and still only uses a few English
words in school. Does she need support for an additional support need?
A learner arrives from China and joins school in the middle of First Year. His spoken
English has become very fluent and by the end of Third Year and he is accessing the
curriculum but still does not understand certain words, concepts or instructions. Does he
need support for an additional support need?
A Primary 7 learner joins school in September, having previously been to school in
Lithuania. Lithuanian is his home language. After a month of being in school he is still not
speaking any English. Does he need support for an additional support need?
Note:
There will be the same proportion of EAL learners with learning difficulties as in the
majority population. There has been growing awareness of the distinction between EAL
and other additional support needs. The correct identification of needs is very important
but, as the scenarios above reveal, this is often not easy to determine. For each, the
learner could also have a learning difficulty.
On the other hand, there could also be an explanation relating to their status as
additional language learners.
There are currently no definitive assessment procedures for determining whether a
learners needs are solely due to their status as additional language learners. However,
there are a number of useful tools and strategies for assessing and supporting a learner
with EAL who may also have other additional support needs.

Possible explanations for EAL Learners experiencing difficulties

The learner has not had enough time or opportunity to develop English language
skills.
Teaching and learning may not have been differentiated appropriately for an EAL
learner.
The learner has developed good conversational English, but has not yet had
enough time to
acquire all the language needed to fully access the curriculum
The learner is experiencing the emotional effects of racism or other stressful life
experiences. This can particularly be the case for newly arrived or Refugee
learners
The culture and ethos of the school is currently not supporting the needs of the
learner
The learner has a specific language disorder
The learner has other Additional Support Needs
It is equally important not to assume that a learner with EAL is experiencing difficulties
solely because of their status as additional language learners.
Activity:
Discuss the list below with a partner. Using this information decide in which category of
evidence gathering, described on the slide, each statement would fit. Explain the
methods your school uses to obtain this information. How would you develop this work
further in the near future? Report your findings back to the main group. (There are no
absolute correct answers for this activity. It is to be used as a tool for engagement with
the concepts outlined and for discussion.)
Some indicators which could be helpful in identifying whether there is cause for concern:

Progress with English language acquisition is very slow

The learner has an unusually slow work rate compared with peers
There is little response to teacher or peer intervention
The learner shows specific weakness in English language development e.g. poor
verbal comprehension, limited vocabulary and use of expression
The learner has poor listening and attention skills
The learner shows specific weakness in English literacy skills. Difficulties in reading
and comprehension and/or produces very limited amounts of unaided writing
There is significant difficulty in progressing through National Curriculum levels
The learner has a very low baseline assessment
The learner has poor ability in their home language
The learner also has difficulty acquiring basic number concepts
A parent is expressing concern over the learners school progress
The learner has difficulty in subjects which are less language dependent. However,
it should be recognised that knowledge of vocabulary is necessary in all subjects.
The learner is experiencing emotional and behavioural difficulties.
Adapted from materials - Specialist Advisory Teaching Service, Cumbria

Eth

Additional Reading:
I think the most important thing to consider when assessing EAL learners
who may have additional support needs is to gather as much evidence as
possible before coming to any conclusion. A mother tongue assessment will
be just one piece of the jigsaw as will consideration of the
appropriateness of task demands, the length of time the learner has been
learning English, the impact of any outside stresses, etc. I find the
hypothesis approach lends a structure to the various considerations. It
also helps in the gathering of evidence. In my LEA we have adapted the
Hypothesis Framework and are now training SENCOs to use the document to
assess EAL learners. We are hoping this will lead to better provision.
It is also important that an EAL learner is still an EAL learner even when
he/she has special educational needs. IEPs should always contain at least
one language target.
Hope this is of some use.
From BECTA site for bloggers

Example of Hypothesis Framework Approach:

See Appendix 3

Adapted from BLSS Website, courtesy of Viv Macmillan, EAL Support Teacher The Highland Council.

Also refer to: Evidence of Good Practice for the Support of Bilingual Learners
QI HGIOS 3 5.4 and QI EEPBL 3.5
Assessment as Part of Teaching
(*Link to EAL page on LTS site)

Slide 38:

Planning and Mechanism for Review of Support

The points made on this slide could refer to all types of EAL Support whether for language
support or for other additional support needs.
Conclusion:
Activity:
Are you now able to answer these questions more effectively? What methods would you
now recommend to:

Identify home language(s)

Find out about additional language(s) used in daily life and the related purpose(s)
Identify specific cultural and religious background(s) and the related implications
for schools

Discover previous educational experience

Explore Level of Proficiency in English and Home Language(s)
Determine personalities, learning styles and other individual differences
Find out about other additional support or pastoral needs
Ascertain level of community and/or home support
Research breadth of exposure to Scottish Culture and English language
Investigate social and economic background

Discussion: List/brainstorm the purposes for which this information would be

required.
Refer also to:

SEALCC Evidence of Good Practice for the Support of Bilingual Learners

QI HGIOS 3 1.1 and QI EEPBL 2.1 (page 3)
Raising Attainment

Bibliography and Books Recommended for Further Reading

1) English as an Additional Language Meeting the Challenge in the Classroom" - Liz

Haslam, Yvonne Wilkin and Edith Kellet. ISBN 1 84312 186 7
http://www.amazon.co.uk/english-additional-language/s?ie=UTF8&keywords=English
%20Additional%20Language&rh=i%3Aaps%2Ck%3AEnglish%20Additional
%20Language&page=1
2) Teaching Children English as an Additional Language Programme 7-12 year olds.
Caroline Scott
http://www.amazon.co.uk/Teaching-Children-English-AdditionalLanguage/dp/0415452317/ref=sr_1_2?ie=UTF8&s=books&qid=1229003472&sr=8-2
3)

Helping Bilingual Pupils Access the Curriculum

http://www.amazon.co.uk/Helping-Bilingual-Pupils-Access-Curriculum/dp/1853468762
Dr. Geri Smyth:
Dr Smyth teaches courses for pre-service and practicing teachers on Support for Bilingual
Learners and on Social justice issues, specifically those related to refugees.

4) Assessing the Needs of Bilingual Pupils

http://www.amazon.co.uk/Assessing-Needs-Bilingual-PupilsLanguages/dp/1853467995/ref=sr_1_1?
ie=UTF8&s=books&qid=1228477502&sr=1-1
Deryn Hal

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