This document provides information from an information morning for parents at Panaga School about supporting students' mother tongues and English as an additional language acquisition. It discusses the benefits of being bilingual, developing literacy in the first language before acquiring a second language, and how mother tongue can be lost if not supported. It also offers tips for how parents can support their child's language development at home, including using their mother tongue and resources in both languages.
A selection of strategies and techniques for the teaching of both EAL and non-EAL learners - cloze and others for focusing students' attention on texts themselves (rather than only meaning)
A selection of strategies and techniques for the teaching of both EAL and non-EAL learners - cloze and others for focusing students' attention on texts themselves (rather than only meaning)
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...Kamil Trzebiatowski
ABSTRACT
In the 1980s, the teaching of English to EAL (English as an Additional Language) learners in England moved from the provision of separate programmes to providing language support in mainstream settings. Both The Swann Report (1985) and The Calderdale Report (1986) considered teaching EAL students away from schools as racial segregation. Nowadays, the English government policy in England expects EAL learners to be included in the mainstream as quickly as possible, requiring subject teachers to teach both language and content in their classes. However, many schools still provide some withdrawal-based support to EAL learners, seeing such an approach as the most practical. Whilst, over the years, there have been numerous research papers debating the advantages and drawbacks of EAL withdrawal and mainstreaming, this debate has almost never included EAL children’s opinions themselves.
This dissertation reports on a small-scale study conducted at a secondary school in north-east England into the opinions held by new-to-English EAL pupils and mainstream teachers on whether or not such pupils should be mainstreamed or withdrawn for English language lessons, investigating whether these opinions are aligned or divergent. 5 EAL pupils and 5 mainstream teachers were interviewed for this study. Were EAL pupils’ and their teachers’ views very different, an assertion could be made that schools do not serve this group very well and act directly against their needs – perhaps due to political, historical and social processes. Taking into consideration factors likely to influence the opinions held by the two parties, this dissertation presents its findings, conclusions and recommendations for the future.
Covered the lesson plan framework I've developed for EAL lessons/teaching, incorporating both the principles of Talk to Writing principles (P.Gibbons) and B.Mohan's Knowledge Framework. Practical examples from my lessons were given
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...Kamil Trzebiatowski
ABSTRACT
In the 1980s, the teaching of English to EAL (English as an Additional Language) learners in England moved from the provision of separate programmes to providing language support in mainstream settings. Both The Swann Report (1985) and The Calderdale Report (1986) considered teaching EAL students away from schools as racial segregation. Nowadays, the English government policy in England expects EAL learners to be included in the mainstream as quickly as possible, requiring subject teachers to teach both language and content in their classes. However, many schools still provide some withdrawal-based support to EAL learners, seeing such an approach as the most practical. Whilst, over the years, there have been numerous research papers debating the advantages and drawbacks of EAL withdrawal and mainstreaming, this debate has almost never included EAL children’s opinions themselves.
This dissertation reports on a small-scale study conducted at a secondary school in north-east England into the opinions held by new-to-English EAL pupils and mainstream teachers on whether or not such pupils should be mainstreamed or withdrawn for English language lessons, investigating whether these opinions are aligned or divergent. 5 EAL pupils and 5 mainstream teachers were interviewed for this study. Were EAL pupils’ and their teachers’ views very different, an assertion could be made that schools do not serve this group very well and act directly against their needs – perhaps due to political, historical and social processes. Taking into consideration factors likely to influence the opinions held by the two parties, this dissertation presents its findings, conclusions and recommendations for the future.
Covered the lesson plan framework I've developed for EAL lessons/teaching, incorporating both the principles of Talk to Writing principles (P.Gibbons) and B.Mohan's Knowledge Framework. Practical examples from my lessons were given
Empowering Deaf Young People in a Hearing World
Gain insight into how Exeter Deaf Academy approaches language acquisition and development through the use of British Sign Language (BSL) and other communication methods.
English is an essential language that is spoken worldwide, and it is becoming increasingly important for children to learn it from a young age. However, teaching English to very young children can be a challenging task, and it is essential to make it fun and engaging to capture their attention and keep them interested.One of the most effective ways to teach English to young children is to make the learning experience enjoyable and entertaining. Using games, songs, and interactive activities, children can learn new words and phrases in a fun and exciting way.
As a teacher, it is important to create a safe and comfortable learning environment where children can express themselves and experiment with the language without fear of making mistakes. Incorporating a variety of learning styles, such as visual, auditory, and kinesthetic, can help children to absorb the language more effectively and retain the information better.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
1. An information morning for
parents at Panaga School
developing an understanding of
EAL and MT
2. Some Languages at Panaga - can you spot
yours?
Arabic, Indonesian,Bahasa Melayu,Tamil,
Bengali, Spanish,Hindi,Urdu,Telugu,German,
Dutch, English, Mandarin, Russian, French,
Chinese, Marathi, Assamese, Visayan,
Tagalog,Thai, Malayalam,Turkish,Konrani,
Swahili, Yoruba,Norwegian,Polish,Kannada
3. Panaga School Nationalities
PANAGA SCHOOL NATIONALITY
NO. OF CHILDREN
0
20
40
60
80
100
120
AMERICAN
ARGENTINA
AUSTRALIAN
BRAZILIAN
BRITISH
BELGIAN
BELGIUM
CANADIAN
CHINESE
COLOMBIAN
DUTCH
EGYPTIAN
FILIPINO
FRENCH
INDIAN
NATIONALITIES
INDONESIAN
IRANIAN
IRISH
JAMAICAN
MALAYSIAN
MEXICAN
N. ZEALANDER
NIGERIAN
GERMAN
OMANI
PAKISTANI
PERUVIAN
POLISH
SCOTTISH
Series1
SINGAPOREAN
SWEDEN
SYRIAN
TURKISH
TRINIDAD
VENEZUELAN
ITALIAN
RUSSIAN
THAILAND
NORWEGIAN
PORTUGUESE
5. Importance of Mother Tongue
• Part of the roots of
your children; cultural
identity
• Link to family, friends
and country
• Necessary for children
to reintegrate into their
home country, national
school or university
6. Role mother tongue plays in educational
development?
There are 4 steps according to Prof. Jim
Cummins, leading researcher in second
language acquisition, Ontario University
7. 1.Bilingual learners are the best learners!
• By learning two or more languages children gain
a greater understanding of how language works
• Knowledge and skills transfer across two
languages (review weekly learning targets)
• Develop greater flexibility in thinking skills across
subjects, due to processing of information
through 2 different languages.
8. 2. A strong supported mother tongue
does not hurt children learning English
• Parents worry that being bilingual will
hinder their child’s progress but these
fears are ungrounded.
• Sometimes they mix languages, but this
gets sorted out later.
9. 3.Developing literacy in your MT is an
efficient means of developing literacy in
second language
• accelerates the development of
reading ability in second language
• literacy in MT transfers into the
second language, even when writing
signs are different
• provides knowledge of the world and
helps with school
10. How parents can support?
Mother Tongue at home:
– Decide on a family language policy
– Reading (have a diverse library), videos, games,
friends…aim to be biliterate not just bilingual
– Visit home country for extended holidays
– Have lots of visitors from home!
– Use technology readily available to children such as:
Skype, Face time or Phone budget cards to practice
having conversations in their MT not to practice their
English skills
– Support IPC in MT with research and discussion
11. 4.Mother tongue is fragile and easily lost
in early years of school
• Children pick up ‘playground English’ really
quickly
BUT
• Children can lose their mother tongue just as
quickly
• Extent and rapidity of language loss will vary
according to how much it is used
• Can lose within 2-3 years of starting school-retain
receptive skills but respond in English
to peers and parents
12. EAL at Panaga School
• Withdrawal and in-class support
• Develop survival language!
• Support with developing vocabulary linked to
other school subjects
• Speaking and listening skills
• Development of literacy skills (reading and
writing)
13. Early Language Development
• “Silent” period – up to a year
• Basic Interpersonal Communication Skills (BICS)
2 years - used in a context which provides clues to
meaning.
• Cognitive Academic Language Proficiency (CALP)
5-7years - context reduced, abstract, related to literacy,
using vocabulary and structures which are not common
in spoken language.
• When the first language is lost or fails to develop
acquiring academic English may take 10 to 11 years.
15. Use of visual clues
visual timetables fans gestures props
objects artefacts photos video clips
practical experiences thinking maps
16. Opportunities to join in or echo language
and play games with repetitive language
Greetings Answering the register
Closed questions with simple responses (yes/no)
Basic requests Circle games
Stories with repetitive phrases (Pie Corbett)
Lotto Track games Matching pairs games
18. Scaffolding Talk
Provide scaffolding by:
• Using open questions to encourage more
extended responses
• Questioning to clarify meaning
• Giving time for children to respond - “wait time”
• Giving the child opportunities to explain before
rewording/recasting.
21. Developing Phonic Knowledge
• Don’t teach in isolation
• Link to known objects
• Link to a known object and known word
Remember :
• Pupils may not be used to hearing and
articulating certain sounds
22. Choose books that:
• Provide good models of language
• Are related to the child’s experience
• Have pictures to support the text
• Have repetitive text
• Can be used to develop their writing
• Children literate in L1 can read books in L1
23. Differences between
monolingual and EAL pupils
English speaker EAL Learner
• Uses picture cues • May not know the names of
items in picture
• May read without pictures • Needs visual clues to
understand
• Predicts based on semantic
and syntactic information
• Insufficient language or
cultural knowledge. Relies on
grapho-phonic cues
• Can self correct if the text
does not make sense
• Can’t tell if it makes sense.
• Can’t self correct-May not
recognise a miscue or know
how to correct
25. •Integrate Speaking and Listening, reading
and writing
•Oral rehearsal before writing is essential
play vocabulary games, use speaking
frames and sentence starters
•Model the writing
•Sequence pictures
26. • Use repeated sentence structures –
either sentence starters and picture
word banks, bilingual dictionary
• Use cut up sentences – match words to
model sentences, practise reordering with
support and eventually reorder
independently
27. see I wolf. can a big
see I wolf. said can’t a Dad big
big I said Mum can’t a wolf. see
28. Key Word Recognition
• Build up sight words from children’s own
writing/reading
• Use a familiar sentence as a prompt
• Don’t teach in isolation
32. Helping with EAL at home.
• Have a family rule of when to speak
English (car, restaurant, shop, beach?)
• Radio, television, films, books, music and
family games, online English games.
• Label everyday objects in both languages
around home.
• Play dates – organise through parent
representatives.
33. Talk for Writing
• Ensure your child understands and learns
the story
• Translate the story
• Identify unfamiliar vocabulary and practice
using these words in other contexts
• Use visuals from the internet or story
books to reinforce understanding.
35. Conclusion
Let’s work together to develop your
child’s language learning.
We need you to support your child’s
mother tongue and EAL!
36. References
• Bilingual Children’s Mother Tongue: Why is it important
for Education
Children's Mother Tongue: Why Is It Important
http://www.iteachilearn.com/cummins/mother.htm
• Krashen Stephen-http://www.sdkrashen.com/main.php3
• Website with a large number of books on bilingualism
www.multilingual-matters
• Pollock and Van Reken, (2001) Third Culture Kids
• Cunningham-Andersson, (2008) Growing up with two
languages, a practical guide
• Colin Baker, (2004)A parents’ and teachers’ guide to
bilingualism
Editor's Notes
Main messages…..
Use of Talk Time cards and Talk Time Books
