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

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Talking Tutor is useful for Design Technology and Science teaching

As a Design Technology -Resistant Material specialist many teachers I have worked with see it as a subject that is easily accessed by EAL pupils. This is mainly through misconception as they believe that as it is a largely practical subject then they can access it. What colleagues often forget is that, like Science, the practical aspect of a design challenge is only one small part of a process. Also included are the complex tasks of time management, development of an idea from concept to delivery, evaluation of the process which requires the development and use of investigative and planning skills throughout. There is also a high level of academic language required to understand the individual process involved.
Using Talking Tutor to give information to support their language development is really easy and also allows you or a teaching assistant to use previous experience to support and develop their learning quicker. It works very simply just put yourselves in their shoes.
Using Talking Tools

Using Talking Tools

Imagine you don’t speak a language e.g. GREEK. You can speak English as this is your first language and at this point only language, you have been to school for a few years so know basic mathematical concepts, tools and their names. You go to a school where everything is in GREEK what do you do? You are still the same person but suddenly language is a barrier.  The school has two options;
Option A – Take you to the side, in small groups and teach you Greek from scratch like you would teach a toddler but expect recollection to be quicker due to age – this is  a much practiced was that I see in many schools that are not challenging or innovative enough
Option B  – recognise they know what we mean by the academic word adding up, drawing, cut etc. but in Greek so share the word for this concept in English. In this way it speeds up the academic words learning process. It also improves the level of understanding.
In my school I always choose option B mainly as I have always had a time constraint called exams where everyone is tasked to achieve. By using Text Tutor which is currently on offer you can easily support academic language development in DT or any subject with a little extra thought about where the best use will be. NB Depending on the age of the child, those schools where access is always available and learning is paramount in their room, the students learn to just log on and find out the equivalent word and then get on with what they are doing. Interested?
Text Tutor

Text Tutor