EAL EXAM support

Did you see the BBC TV programme about lambing recently?

The first thing I noticed was when they showed the entrance to Scotland the sign behind was in two languages, similar to the entry into Wales at Bristol.
At the last count there was over 1 million children in UK who are  bilingual and this is increasing daily so for teachers and school managers it is an issue that needs to be addressed in line with current legislation and practice. These children (including many in Welsh, Cornish, Scottish and Irish schools) speak two languages as part of their everyday lives.
Daily they may use their languages for different purposes e.g. speaking to grandparents is probably in a different language to their school friends. There is also then for schools the question of literacy as they may be literate in one language but not in another. In Wales where Welsh is also developed daily alongside English the pupils maybe trilingual. Some will start school knowing more than one language  and some parents may be encouraging children to become literate in their heritage language through teaching them at home, attendance at community schools or parental choice to a designated Welsh  or other language speaking school. This is the route we took with our daughter choosing a Welsh school to allow her to develop her heritage language and gain essential language skills.
Throughout the last 30 years more and more teachers and others involved in EAL and bilingualism have come to recognise the importance of first language development for children learning EAL. Many parents and children now are asking to retain their bilingualism and not lose it due to lack of opportunities to develop and use the language . This is known as subtractive bilingualism.
We need to recognise the important role of first language development in second language development, as we have shown in training courses that Jean and I have done around the UK, and which has successfully led many educators to promote the development and maintenance of first languages and to actively support bilingualism and in turn in some cases  also received either outstanding or good OFSTED results particularly in schools with high levels of EAL students.
Many teachers use bilingual resources successfully to support the teaching and learning of EAL and bilingual pupils. You can to by using our bilingual exam book it supports the student taking the exam and the teacher teaching towards the students understanding aiming it genuine collaborative learning.

I have always done this by changing written material into the home language or introduced the new words in relation to the next project so that my students can access it. Due to many rules and regulations all of my students had to be able to take their exams in English so an explanation of and seeing of exam papers beforehand is crucial

Exam Success - English/Lithuanian Learn all the words needed to sit exams and tests in English.

Exam Success – English/Lithuanian
Learn all the words needed to sit exams and tests in English.

English Exam book cover

Contents

What

Complete

Use

Explain

Which

Suggest

Write

Match

Discuss

Calculate

General exam Questions

Glossary of Exam Terminology

For other langauges and to buy follow this link http://shop.emasuk.com/category/2617/exam_success_books

Free Toucan magazine

OFSTED judgements v EMASUK

OFSTED judgements v EMASUK

 

Toucan is now available in your inbox if you have subscribed to it or  download http://www.emasuk.com/education and choose our free teacher magazine. To subscribe email info@emasuk.com . Here are some highlights from the newest magazine.

Country of the month information

Country of the month information

Every magazine has a different country of the month with information which is good for Geography and  PSHE as well as for wall displays and background information for teachers.

 

Quiz

Quiz

Every magazine has a quick quiz  (with the answers), a free teaching resource as well as a faith calendar .

 

Mothering sunday

Mothering sunday

Useful information to save you researching. This time its about Mothering Sunday good for RE and Early Years teachers but it has been on many other traditions and cultures to develop our own understanding of different cultures.

If you would like to subscribe send your name, school and email to info@emasuk.com

 

My child’s amazing bilingual abilities and skills are not valued, used or developed in English-only school

This was piece recently that I read in the Guardian what do you think?

My child’s amazing bilingual abilities and skills are not valued, used or developed in his English-only school.”

The Government can point to a growth in the number of bilingual primary schools as a result of its free school programme – there are French, German and Spanish schools in operation.

In addition, it is making languages compulsory from the age of seven in state primary schools for the first time ever from next September.

However, such actions are too little, Ms Gavrilova feels. “Our children are set to grow up in a world where their sense of normality is very different from ours,” says the brochure outlining its plans. “Their ability to adapt and adjust will be the difference between success and failure.

“It’s why the behemoth of the British education system is increasingly not the answer to our children’s needs.”

http://www.independent.co.uk/news/education/education-news/teaching-in-tongues-the-bilingual-preschool-tapping-new-potential-9032047.html

But what do you think?

I think schools delivering bilingual opportunities are valuing their learners and parents culture.  It from the first language that the second language is learnt and developed. It is only done much quicker than the traditional methods used as the young people brains are wired differently so they can translate easier and quicker across language using the technologies available to them to support their language acquisition. But what are your views?

If you would like more information on the tools and resources we have available to make your job easier when communicating with children or parents then contact us at www.emasuk.com or info@emasuk.com 0845 009 4939 Thanks Liz

UK National Curriculum – EAL special

This is an Overview of the  UK National Curriculum 2014 from document:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdf

showing the relation to EAL learners and  how EMASUK resources can support some of these areas.

The New National Curriculum 2014 will look like this:

National Curriculum structure

In relation to EAL pupils it states in sections 4.5 and 4.6 that:

Teachers must also take account of the needs of pupils whose first language is not English. Monitoring of progress should take account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.

The ability of pupils for whom English is an additional language to take part in the national curriculum skills in English. Teachers should plan teaching opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subjects.

From these statements clearly  the government are expecting every ordinary teacher (i.e. not  a linguist)  to work with both English speaking and non-English speaking children in their classrooms at the same time.  If ordinary teachers are able to do this job, in this way, then they need to  communicate effectively with all students regardless of language and it is the schools job to provide them with the tools and services needed to do their job effectively. As schools who have been using this system in classrooms are now getting more confident we are seeing the results that the children, teachers and school see real differences including improved self-esteem, improved academic language retention and ultimately improved performance. So rest assured it can be done.

Personal help and effective use of a versatile computer programme which supports pupils –and parents –who are at the early stages of learning English enables them to make excellent progress in English. These pupils make better progress than similar pupils, nationally.

OFSTED 2013

Schools are able to do this by ensuring that teachers are able confident in their ability to use the resources and tools and use them when and where necessary. In some schools it may mean that a new arrival arrives in the classroom on day 1 and the resource vault is used and two can talk to assess their ability in their home language. Schools are using the same assessment as they would do with any child that moves from another town or county as Two can Talk allows them the flexibility to do this. It may be necessary a few weeks down the line not to sue these but instead use Terry (talking tutor) to give instruction or biligualise spoken text using the whiteboard as a medium.  At parent interview time again Two Can Talk  could come into its own as it is great to record and keep a record of the parents views and understanding. Its knowing what is available and then working out what suits you best in each situation.

The National Curriculum supports all this by telling everyone to follow the teachers who having been teaching the EMASUK way  by ensuring the children develop their academic vocabulary, and those who have been on our training courses will be au fait with how to develop this in normal classrooms no matter how many languages are within it. For many schools that have been resistive to these ideas the NC clearly informs them that they must get on board with our way of teaching and learning and shares with them what we all know in 6.4 that:

Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. (What John and I have been saying for five years now). They should increase pupils’ store of words in general; simultaneously.

In year 3 as teachers and pupils developed it became clear to us that exams and SATS were a really huge problem not only for learners but for their teachers. Often there wasn’t enough time for them to teach the academic language needed but also no resources to save them preparation time. Today teachers use of our GCSE books (available in many languages) support their further statement in 6.4 that;

Older pupils should be taught the meaning of instruction verbs that they may meet in examination questions. It is important to induct pupils into the language which defines each subject in its won right, such as accurate mathematical and scientific language.  http://shop.emasuk.com/category/2617/exam_success_books

All of this is easily done providing the ethos of the schools is not that of  ‘One size fits all’, but each individual has learnt before, so lets move from there and bridge the language gap to support their English language acquisition. Using Two Can Talk allows you to find out where they are and what they know in their first language. From there conversion of concept to the introduction of the English word as opposed to using time to go over the whole concept again means the speed at which they pick up English increases. Used with the library of resources that supports specific academic language development, teachers have a base from which to start and then use Text Tutor and/or two can talk to create their own personalised resources. If it is done systematically in a planned and targeted way, it will ensure that the learners in less time will  have a greater understanding of meaning and improved range of vocabulary. Also by using their previous learning it not only values what they have previously achieved  but also helps them to extend their language skills and broaden their vocabulary quicker.

Just by way of example the resource vault has pre made resources. These are a starting point until teachers know what they want to create for themselves. It means that where the NC 2104 Maths states;

  • consolidate their numerical and mathematical capability
  • extend their understanding of the number system
  • use language and properties precisely, such as with 2D and 3D shapes,

there will be a resource in the vault.  To find it is easy just login in then go to the resource vault, choose, by subject and the resources will be there in a variety of languages.  Using the maths sheets available in the resource vault and the maths book teachers can support EAL including bilingual children to learn quicker and express themselves using mathematical terminology. To further support this the Maths books found here http://shop.emasuk.com/category/2613/maths_books.

In the resource vault the Time book in various languages supports the children to use their previous knowledge to develop both their English language linguistic development and their mathematical academic language side by side. This books further supports the year 4  NC expectation

  • read, write and convert time between analogue and digital 12 and 24 hour clocks.

All these resources can be tailored to your pupils by your creation of the document, worksheet, newsletter that you want and then using the cut and paste option to take the words or diagrams needed.

The NC2014 Science curriculum stipulates a spoken language requirement, so further to my question the other day about TA’s, maybe we should be ensuring that they also have the academic language taught via INSET and mentoring programmes so that they don’t feel isolated.

To support the NC requirements in Science that pupils must;

  • identify and describe basic structure of a variety of common flowering plants, including roots, stem/trunk, leaves and flowers

In the vault there are resources to support this and in schools like Teign School, Devon who have an active farm, pupils can actually be taken to experience this first hand within lesson time. They can further develop their science knowledge easily by allowing learners who maybe have not seen the types of trees and flowers we have in the UK to:

  • use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Where possible they should observe the growth of flowers and vegetables that they have planted.
  • Pupils must work scientifically by working closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants

This not only familiarise pupils with their local environment but supports new arrivals in learning bout their new country but on the same level playing field as their peers. NB Look out as well for all the resources in the vault to support food chains and habitats .

Bilingual Language Mat

Using a standard language mat in Arabic and English to create learning resources

For any teacher to create their own resources to fulfil the new curriculum requirements and extend their current resources basis Text Tutor, Two Can Talk and Terry can all support you to create what you need, when you need it for your own classroom.

For current prices contact info@emasuk.com or 0845 009 4939 or www.emasuk.com fro the bookstore.

If you are a member and would like a telephone overview to ensure you are getting the best out of these please contact us and ask for an educationalist to talk you through the resource vault and talking tools.

Teacher training – teaching new concepts to bilingual and EAL leaners

Last week I enjoyed being back at school.  The school was in an area by an airport so can have a variety of different languages, in different classes at different times in the school cycle. What is great is that these factors are cause for celebration and the teachers go out of their way to support their children.

The training lasting all day showed them the EMASUK resources they have available, how this translates into the curriculum and supports their teaching and finally resource creation to support this terms learning.

What was great was to see all the tools and resources in action being used, in the way they were designed to support those who needed the support but also encouraging diversity and language learning for the whole school community.

I particularly loved the display board that they had previously created with this terms maths shapes on,  with less than half hours work became a trilingual display vibrant and rich with words in context to support all of the learners within the school.  The other display that caught my eye can be simply done yet helps in so many areas like reducing bullying, new arrivals gaining acceptance and a good piece of contextual geography.

 

Children of the World board.

Children of the World board.

Using a map and a picture of a generic child representing the five continents it clearly shows where the children within the community come from. To the side each year group had a shield and a hand drawn picture of themselves and the flags of the countries represented in their class. A really powerful image seen daily as everyone walks down the corridor.

Shield

Shield

 

Finally I wanted to share this resource created from scratch in an hour or less to support year 3 if I remember rightly… with a pre learning sheet to support their next topic work.

Pre-learning mat created during a training session.

Pre-learning mat created during a training session.

If you want to know more about the sessions from £495 per 3 hour session just contact at info@emasuk.com  or call 0845 009 4939.

 

Why using games are good for developing linguistic literacy?

 

Developing resources for children means working towards their attention span and ability levels this often means creating resources that are one hit visually appealing with the information required. For example if I were to want to learn the numbers 1-10 in Welsh the simplest way would be to practice counting, but this often gives you  a  linear view of numbers. This means that as a learner I know that 5 comes before 6 so 6 must follow 5, but if you threw the number 8 at me if I hadn’t gone from 7 then I could end up stumped.

 

If we were to develop this further into a game of snap and I played against a welsh speaker as the numbers went down they would say what was on the card, I would hear this and I would know what it sounded like, consequently, I would learn very quickly what the number represented or I would lose my cards. This is an non- linear method of teaching number progression its fast, efficient and fun, and the majority of learners don’t even know they have done it. This works with numbers really well but if I wanted to learn animals then perhaps a game of pairs would be better.  The secret of the learning part of the game is to make sure that both parties verbalise what they are seeing. The same cards could then be used to develop a game with  flash cards or clock solitaire.

Within the resource library is a series of cards that cover the basic words needed to have a good understanding of curriculum areas such as maths  and science and can be used in 100 different ways.

The cards and activities are good all round learning and assessment tools as well as having the added ability of  being sent home for parents to play as well as being ideal games for wet playtimes.

See our Facebook page for todays free resource of  animals that live in ponds.  I especially chose Malay as un-translated the one words says IKAN EMAS and supporting learners is what we all Kan do. Which animal is it?  Clue we all know that EMAS means gold as we always talk about the Golden Welcome as we want to give everyone a golden welcome.

https://www.facebook.com/EMASUK?ref=hl

 

EMASUK Supporting Schools to improve their OFSTED rating

Would you like to obtain a good or outstanding judgement at Ofsted?

We are aware that many LA support staff are not available to support schools at present and would like to offer a solution to many of the school support issues that you face. With Ofsted currently looking at the provision for school support we are pleased to say that many of our school have received ‘good‘ and ‘outstanding’ in the new framework and some have achieved 100% level 4 Sats.

 

We offer differing levels of membership from bronze to gold, with personalised available on request.

Bronze:  from £49…

Access to our bilingual resource library for 12 months. Included in this are curriculum resources, translated letters, magazines and games.

Silver:  from £495…

Full access to the resource library above plus access to the award winning speaking translators. Used in schools around the UK to handle communication and conversations in over 25 languages, ‘A translator in every room, when you need one’ .

 

Gold: from £995…

To help embed the systems and tools into the school you receive, full access to the silver package plus a 2 hour INSET session on using EMAS UK and creating practical resources for use in the classroom.