Slides for seminar at SU team leaders conference on 10 January 2015. This covers, attachment, nurture and resilience followed by some background on collaborative learning (Vygotsky, Reggio Emilia, etc).
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
This presentation examines what is meant by progress in Early Years and KS1; it discusses the issue of hothousing with reference to the cognitive and neural development of children; it suggests that 'stretch and challenge' should be done through 'mastery' rather than by moving on to the next topic; finally it offers some practical strategies to provide extension tasks for younger pupils.
The presentation was given by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep to EY and KS1 parents on Thursday 13th February 2014
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
Slides for seminar at SU team leaders conference on 10 January 2015. This covers, attachment, nurture and resilience followed by some background on collaborative learning (Vygotsky, Reggio Emilia, etc).
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
This presentation examines what is meant by progress in Early Years and KS1; it discusses the issue of hothousing with reference to the cognitive and neural development of children; it suggests that 'stretch and challenge' should be done through 'mastery' rather than by moving on to the next topic; finally it offers some practical strategies to provide extension tasks for younger pupils.
The presentation was given by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep to EY and KS1 parents on Thursday 13th February 2014
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years chestnutkaitlyn
· Chapter 8
Chapter 8: The Preschool Years
The preschool years are important. Research shows us that children who attend preschool do better in kindergarten and first grade. However, not every state offers public preschool. And, many schools that do offer this, offer it only to children with special needs (and then regular education students may need to win a lottery to get in). Although children who do not have a special need may attend, they are usually screened and placed on waiting lists. Also, there is typically a tuition to pay for the child if he/she does not have a special need.
Your text introduces the idea of universal prekindergarten: providing preschool for every child whose parents want it (preschool for all children) on page. But, keep in mind that universal prek doesn’t mean that your child must attend, it simply means that it is available if you would like it. I point this out because many people (in particular, stay at home moms) think that this is the government’s way of not allowing them the choice to stay home and educate their own child. Therefore, there are parents who are against this.
In the past, socialization skills were the focus of prekindergarten however; sad but true, today there is a decided move away from socialization as the primary function for enrolling children in preschool. Preschools are now promoted as places to accomplish many more skills than just socialization! This plays a role in my comments above about not all parents favoring universal prek; the stress toward academic success is definitely a concern for many.
Of course, high-quality affordable preschool can be difficult to come by. We know that children benefit from attending high-quality preschool, but high-quality preschool also often comes with a high price. Thus, it can be difficult for many parents to have the ability to send their child to preschool.
The children of today are different than the children of the past. Aside from the many academic expectations the children have placed upon them, we may need to find new and innovative ways to teach them - making the learning environment interesting and engaging everyday!
Physical Development
During the preschool years, children begin to "slim down" as they have a more elongated look. Their muscle development continues to develop and their actions become more precise. They enjoy activities such as drawing, painting, cutting, and coloring. They also learn more about how to take care of themselves as they learn about hygiene - washing hands and brushing teeth - as well as the ability to dress one's self.
Social/Emotional Development
Preschool children are in Erikson’s psychosocial development state of initiative versus guilt. It’s important to keep this in mind because it can be difficult to have patience with young children! You want children to want to take initiative and try things. Provide them with freedom and do not make them feel bad (or “guilty”) for having motivation and willingn ...
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. EMASEMAS
Ethnic Minority Achievement ServiceEthnic Minority Achievement Service
Meeting the needs of Children with EALMeeting the needs of Children with EAL
Sarah BerlinerSarah Berliner
Christine BoothChristine Booth
Kaneez RahmanKaneez Rahman
Ethnic Minority Achievement Service (EMAS)Ethnic Minority Achievement Service (EMAS)
2. EMAS –EMAS – Who are we?Who are we?
Ethnic Minority Achievement ServiceEthnic Minority Achievement Service
We are a group of specialist teachers, teachingWe are a group of specialist teachers, teaching
assistants, BLAs (bilingual assistants) and homeassistants, BLAs (bilingual assistants) and home
school liaison officers who support children and theirschool liaison officers who support children and their
families coming in to our schools and pre-schoolsfamilies coming in to our schools and pre-schools
with limited or no English.with limited or no English.
We work in nursery settings, infant, junior andWe work in nursery settings, infant, junior and
primary schools as well as some secondary schoolsprimary schools as well as some secondary schools
and special schools in Brighton and Hove supportingand special schools in Brighton and Hove supporting
in many different languages.in many different languages.
3. Definitions of TermsDefinitions of Terms
► Bilingual (bilingual learners)Bilingual (bilingual learners) – those with a– those with a
different home language to English. It does notdifferent home language to English. It does not
always mean they are fluent in English.always mean they are fluent in English.
► MultilingualMultilingual – those who have 2 or more– those who have 2 or more
languages other than English.languages other than English.
► MonolingualMonolingual – those who only speak one language– those who only speak one language
e.g. Englishe.g. English
► EALEAL – English as an Additional Language– English as an Additional Language
► ESOLESOL – English speakers of other languages (this– English speakers of other languages (this
refers to post 16 learners)refers to post 16 learners)
4. Learning in another LanguageLearning in another Language
Put yourself in their shoes…
5. Learning in another LanguageLearning in another Language
How did you feel?How did you feel?
What helped you?What helped you?
6. How can youHow can you
help?help?
What can you do?What can you do?
A child with no English starts in your class…
7. DonDon’’t panic!t panic!
. Smile, be welcoming & make an effort. Smile, be welcoming & make an effort
to communicate – gestures go a long wayto communicate – gestures go a long way
. Make the parents feel welcome, they will. Make the parents feel welcome, they will
be feeling more nervous than yoube feeling more nervous than you
. Find a good buddy to show the child around. Find a good buddy to show the child around
the school and take care of them at playtimethe school and take care of them at playtime
. Help them to learn the class routines and use visual support e.g. picture. Help them to learn the class routines and use visual support e.g. picture
fans, Makaton symbols, visual timetables and photosfans, Makaton symbols, visual timetables and photos
. Find time to get to know the child and don’. Find time to get to know the child and don’t put too much pressure ont put too much pressure on
them to perform initially.them to perform initially.
Remember a child that feels welcome will settle quicklyRemember a child that feels welcome will settle quickly
8. 20% or 53,351 B&H residents are
BME….
44% of BME residents are Non
UK/British White
The BME population is increasing…
9. A changing demographicA changing demographic
In 2013 just over a quarter (26 per cent)
of births in Brighton & Hove were to
mothers born outside of the UK.
One fifth of our children and young people are from a BME
background
13. The diversity of EAL studentsThe diversity of EAL students
► Diverse cultural and linguistic backgroundsDiverse cultural and linguistic backgrounds
► Different educational experiencesDifferent educational experiences
► Different background experiencesDifferent background experiences
► Different emotional contextsDifferent emotional contexts
► Transferable skills in L1Transferable skills in L1
► Part of a community or anPart of a community or an
isolated learnerisolated learner
18. neighbours
Family & friends
social security
library
Careers advice
doctors
dentists
school admissions
housing advice
banks family centres
midwives
health visitors
pharmacies
schools & colleges hospitals
Some Support networks we access regularly…
pre - school
19. Take all of these support networks away
and this is how it is for our Newly Arrived families
20. The Diversity of EAL pupils
You can find out….
Languages spoken and country they’re from
Previous school experience if any
Trauma suffered although parents may not be
ready to share this
Literacy skills in home language etc
If the Newly Arrived child feels welcomed and valued this will make a significant
difference to them settling quickly and becoming a happy member of the
class.
It is important to find out the history of
the child but this is not always easy
A meeting with the parents is invaluable if they
speak some English. If not, and you have a
bilingual assistant, then a three way meeting could
happen
21. The voice of the child with EALThe voice of the child with EAL
What might they say?What might they say?
22. The Voice of the child with EALThe Voice of the child with EAL
I want my parents to
know about all the things
that happen at school
I might want to
be silent and just
take things in
I want people to understand my
religion and not make fun of me
I want you to know I
can read & write in
my MT
I might get cross
sometimes because I
can’t express myself
I want to feel safe in the
playground as I can’t say if
someone hurts me
It helps me to have
pictures and diagrams
so I can understand
I don’t want to be given
easy work just because I
can’t speak English yet
…most of all I want to be treated like everyone else
I am naughty sometimes
because I just want to fit in
23. How long does it take?
Me toilet
go please
II can balance the
ball on my head
without losing
control of it
24. How long does it take to learn a newHow long does it take to learn a new
language?language?
Superficial, conversationalSuperficial, conversational
fluency takes about 2 yearsfluency takes about 2 years
(BICS – Basic Interpersonal Communication Skills)(BICS – Basic Interpersonal Communication Skills)
Academic fluency can takeAcademic fluency can take
between 5 and 9 yearsbetween 5 and 9 years
((CALP – Cognitive Academic Proficiency)CALP – Cognitive Academic Proficiency)
Remodel mistakes sensitively rather than over correctingRemodel mistakes sensitively rather than over correcting
II can balance the
ball on my head
without losing
control of it
Me toilet go
please
25. Re-modeling mistakesRe-modeling mistakes
You went to a farm
yesterday and saw
some sheep? Who
did you go with?
Yesterday I go-ed to
the farm and I see-ed
sheeps I go-ed with
my mum
You went with
your mum, how
lovely.
Yes I went
with my mum
26. The Early stages of learning aThe Early stages of learning a
languagelanguage
►The silent periodThe silent period
►Understanding firstUnderstanding first
►Using gesturesUsing gestures
►Echoing othersEchoing others
►Using common phrasesUsing common phrases
e.g. ‘sit down’e.g. ‘sit down’
Don’t worry during this stage or try to insist the child speaks as this can beDon’t worry during this stage or try to insist the child speaks as this can be
stressful for them. Remember if the child is happy they will still be takingstressful for them. Remember if the child is happy they will still be taking
everything in and therefore learning even if they are silenteverything in and therefore learning even if they are silent
(the silent stage is different from a refusal to speak as in selective mutism)(the silent stage is different from a refusal to speak as in selective mutism)
28. What do bilingual learners need?What do bilingual learners need?
► To have thinking time before answeringTo have thinking time before answering
questions so they can process languagequestions so they can process language
► To have home language and culture valuedTo have home language and culture valued
► To have language modelled for themTo have language modelled for them
e.g. being last to speak in circle time so they can copy otherse.g. being last to speak in circle time so they can copy others
► To have opportunities to speak e.g. give questions requiring one wordTo have opportunities to speak e.g. give questions requiring one word
answers or give them a choice of answers, so child is able to join inanswers or give them a choice of answers, so child is able to join in
even when a beginnereven when a beginner
► To use language structures they can easily build on e.g. I can… / ITo use language structures they can easily build on e.g. I can… / I
can’t… / I like… / I don’t like…can’t… / I like… / I don’t like…
Importantly they need to feel safe enough to take risksImportantly they need to feel safe enough to take risks
29. You can….You can….
Create stress free situations where…Create stress free situations where…
language can be practiced in a non-language can be practiced in a non-
threatening way e.g. home cornerthreatening way e.g. home corner
encourage games where the child canencourage games where the child can
play alongside their peersplay alongside their peers
use non verbal activities e.g. takinguse non verbal activities e.g. taking
a message with a partner or giving outa message with a partner or giving out
work so child learns names of their peerswork so child learns names of their peers
use other children with the same home language to help child feel settled,use other children with the same home language to help child feel settled,
this also shows them their Mother Tongue is valued by everyonethis also shows them their Mother Tongue is valued by everyone
encourage child to socialise and sit with children who are good language roleencourage child to socialise and sit with children who are good language role
models and use trios instead of talk partners taking pressure off beginnermodels and use trios instead of talk partners taking pressure off beginner
Adapt activities so child is doing similar work to peers e.g. drawings related toAdapt activities so child is doing similar work to peers e.g. drawings related to
topic that can then be labelled so they begin to learn topic languagetopic that can then be labelled so they begin to learn topic language
The child who feels included in the class will progress quicklyThe child who feels included in the class will progress quickly
30. Support with WritingSupport with Writing
Provide children with story mats or
writing frames to support their
writing. This means even at the
early stages of writing they can still
access a task
Give key words with
pictures related to familiar
stories so the EAL child can
write simple sentences
31. The Benefits of Bilingualism
► 70% of the world live with two or more languages
► Bilingualism can have long term advantages to our brains
► Bilingualism builds a natural awareness of how languages work. It’s called ‘meta-
linguistic- awareness. Children can find it easier to learn third or fourth languages
► Choosing between languages gives children greater flexibility of thinking. They can apply
this to other areas. For example they can be good at problem solving. They can also be
more sensitive to others from a young age
► Multilingual children can outperform monolingual children at secondary school, if their
first language is acknowledged and supported alongside English.
► New research suggests bilingualism has long-term cognitive advantages. E.g. protecting
against dementia in old age
► Children need to be strong in their first language or they may develop ‘limited
bilingualism’ when they are not strong in either language. This ‘half half’ situation means
they will lack a rich vocabulary. For example, this will affect their ability to write
imaginatively when they are older
Remember EAL is not a Special Educational Need but an asset
32. Teaching Practice TaskTeaching Practice Task
► What is the system for supporting children with EAL in theWhat is the system for supporting children with EAL in the
school?school?
► Find out the languages spoken in your class/ the schoolFind out the languages spoken in your class/ the school
► Are there any children receiving EMAS support? What doAre there any children receiving EMAS support? What do
they receive?they receive?
► Identify a ‘language aware’ teacher. What strategies to theyIdentify a ‘language aware’ teacher. What strategies to they
use?use?
► Be language aware in your lesson planning and teachingBe language aware in your lesson planning and teaching
► Look at how the learning environment supports childrenLook at how the learning environment supports children
acquiring Englishacquiring English
► How do the school monitor achievement of children withHow do the school monitor achievement of children with
EAL?EAL?
Do we need to in clude address and details. (EMAS, Fairlight School, St Leonards Road, Brighton. BN2 3AJ
01273 292521 email: EMASadmin@brighton-hove.hove.gov.uk ) Special schools?
Do we need to include
Minority Ethnic- most commonly used term
Black & Asian- used as a general term for people of African, Caribbean origin, and other Asian origin
Before this slide do lesson in another language with BLA if available. e.g. drawing a house or simple maths lesson
Brighton & Hove’s Black & minority ethnic population is increasing. Our best data about the number of people in Brighton & Hove from different ethnic backgrounds is from the official census that is carried out every ten years.
At the time of the 2001 census 12 per cent of our city’s population (29,683 people) were from a BME background. By the 2011 census 20 per cent were (53,351 people).
The greatest proportion in 2013 was to mothers born in Europe (17.8 per cent), Middle East and Asia (5.8 per cent) and Africa (5.0 per cent).[ [1] Office for National Statistics
Our BME population’s age profile is younger than our White UK/ British population; 2011 census shows 20%of residents in B&H are BME
Other white (Eastern European) most increased by number 8k to 12k
Black African has biggest increase of 57% (217 -341)
Turquoise is mixed ethnicity
Brighton and Hove currently have 23.7% ethnic minority pupils– this has increased from 15.2% in 2007
(national figure of 27.5%)
The three biggest ethnicities (other than White British) represented are:
White - other6.0%
Mixed dual background - other 2.9%
Mixed dual background - white & Asian2.5%
In terms of numbers, there are 5,218 Mixed ethnic background 0-19 year olds making this the largest ethnic group of young people in the city aside from White UK/British. Note, however that whilst there will be many differences within ethnic categories, this group could be considered the most diverse.
Currently 12% of Brighton & Hove pupils (reception year and above) have English as an additional language (EAL). This is lower than the national figure of 18.2%*.
In January 2015 there were 3,729 pupils with at least 101 different languages other than English (including British Sign Language), attending Brighton and Hove schools and Academies.
Do we need to add any thing about speech & Lang issues or SEN
Work in pairs to think of ways to help the Newly Arrived child in your class and feed back
Allow children time to be observers