EAL Programmes in the Elementary School at NIST

Years 2 - 6
Kyla Kopperud 20 September 2011

ESL to EAL

ESL = English as a Second Language EAL = English as an Additional Language

Year Level EAL Specialists

Y1 Y2 Y3 Y4 Y5 Y6 AA Cristina Landazabal Eva Kucera Joanna Johami Nigel Sheppard Aixa Avila Mendoza Kyla Kopperud Khun Masmon (Ya) clandazabal@nist.ac.th ekucera@nist.ac.th jjohami@nist.ac.th nsheppard@nist.ac.th aavilamendoza@nist.ac.th kkopperud@nist.ac.th masmons@nist.ac.th

Todays Session

Language acquisition

Factors affecting additional language learning

EAL Programme at NIST

How can you help as parents

Questions

Ice Breaker
Turn to the person sitting beside you and discuss:

How many languages they speak? How they learnt these languages? Whether or not they consider themselves a
bilingual

Additional Language Acquisition

based on research of: Krashen, Cummins, Chamot & OMalley, Thomas & Collier

Mother Tongue/ First Language

Mother Tongue/ First Language

500 words

500 words

Mother Tongue/ First Language

500 words

500 words

2000 words Mother Tongue/ First Language

500 words

500 words

3000 words

2000 words Mother Tongue/ First Language

500 words

Advanced Language Proficiency 500 words

3000 words

2000 words Mother Tongue/ First Language

500 words

Advanced Language Proficiency 500 words

3000 words

2000 words Mother Tongue/ First Language

500 words

Questions for Reflection

What type of foundation are you providing?
How can you strengthen your childs foundation? Are you helping your child to build a hut or a house?

BICS and CALP

Basic Interpersonal Communicative Skills
Playground or Social English

Cognitive Academic Language Proficiency

Academic English

1 - 2 years to acquire
Socially successful

5-7 years to acquire

Academically successful

Levels of Language Proficiency

Learning Different Levels of Language "Cognitive - Academic Language Learning"

Level of Language Proficiency

12 10 8 6 4 2 0

theoretically expected learning curve Basic Interpersonal Communication Skills Cognitive/Academic Language Proficiency

gi af n te r o n er ne ye ar af te rt hr ee ye ar s af te rf iv e ye ar af s te rs ev en ye ar s
Number of Years of Language Learning

pu

re

be

Factors affecting language learning

Level of mother-tongue proficiency Family support Motivation Personality and learning style Access to native speakers Similarity of home language to English

How long will it take?

Cannot be put on a schedule or timetable
Rate differs Pressure produces adverse results

Goals of the EAL Programme

Short-term: to help English language learners become successful both socially and academically in an English speaking environment
Long-term: the successful development of bilingualism

Entry Procedure for non-native English speakers

Admissions Screening for EAL needs

YES

NO

Placement in an EAL supported Homeroom

Placement in a non-EAL supported Homeroom

POSSIBLE EAL

EAL

If a child has been incorrectly placed the teacher contacts the EAL Year level teacher and the EAL Coordinator for further assessment

EAL Dept Assessment NO

EAL Dept Assessment YES

EAL Dept Assessment YES

Exclusion Letter (Monitor) Accounts Notified

Placement Letter Accounts Notified

World Language Options

A Language (if available) B Language

A Language (if available) B Language

Additional English for Beginners for max. 1 year then transition to A Language

A Language (if available) or B Language for Intermediate/Advanced EAL students

Language in the PYP

Learning Language

Learning Through Language

Learning About Language

Understanding the mechanics of how language works

The EAL Programme at NIST

1 EAL teacher per Year level teaching team Joint responsibility for language learning Academic context of the classroom Co-teaching, in-class language support, withdrawal (pull-out) Collaborative planning

The ESL Programme at NIST

Co-Teaching: Language support Explicit Language Instruction Phonics

Small group instruction

Large group instruction Modifying and scaffolding activities

Vocabulary Reading strategies

Grammar, spelling Pronunciation

Individual Support

Small Group Support

Placement and Movement

Movement Exit 3 levels Beginner, Intermediate ,Advanced Standardized assessment Language learning continuum target set and communicated during 3 way conference

Standardized assessment
Feedback from teacher; portfolio Advanced stage of language learning continuum

Communication
EAL 3-way conferences

October set learning target(s)

January review progress and set new target(s)

June review progress and communicate
placement for next year

Date:

27 January 2011
Strand Learning Target(s)

Review : June 2011

Speaking 1. Listening Reading Writing 2.

Self-editing written mechanics (making sure you use complete sentences, correct verb tense, punctuation, and prepositions). Ensure that your written work reflects your best efforts at all times

What will we do at school?

We will continue to support Kais language learning by providing in-class support and explicit instruction in the form of: small group teaching to ensure that the concepts of the Unit of Inquiry are fully understood small group instruction to target the mechanics of the English language individual guidance through the writing process particularly with revising and editing stages guided reading in the form of literature circles
What can you do at home?

To help Kai progress along the language learning continuum, you should: ensure that he is reading the books sent home. 20-30 minutes per day is recommended. Ask Kai to respond to what he read by asking questions and discussing characters, plot, conflict, etc. Please do this in Korean. During the 2x weekly tutorial sessions at home, please ask the tutor to help Kai with applying learnt grammatical structures in his writing. Knowing about grammar doesnt help unless he is using what he is being taught. decrease grammar input and increase creative writing and factual writing.

Home support How to help?

Use your mother-tongue and insist that your
child uses it at home

Read in English and discuss the story in your

mother-tongue

Encourage your child to get involved in afterschool activities

Be supportive and patient