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If it walks like a duck....

If it walks like a duck.... . (Picture from Google images). Anne Margaret Smith University of Cumbria / ELT well. If it walks like a duck. How the typical language learning process can look like dyslexia Implications of this for assessment Implications of this for intervention.

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If it walks like a duck....

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  1. If it walks like a duck.... (Picture from Google images) Anne Margaret Smith University of Cumbria / ELT well

  2. If it walks like a duck.... • How the typical language learning process can look like dyslexia • Implications of this for assessment • Implications of this for intervention

  3. EAL or SpLD? If your student... ...has difficulty following the thread of conversations, especially when several people are talking.  ...finds it hard to remember new words.  ...sometimes mispronounces multisyllabic words.  ...seems to be unable to demonstrate his/her full understanding of a topic in either writing or discussion.

  4. EAL or SpLD?If your student...  ...sometimes gets frustrated because s/he seems to make the same mistakes again and again. ...often misses words out of sentences.  ...regularly uses prepositions incorrectly.  ...consistently misses the –s off the ends of words (plural marker / 3rd person singular).  ...finds it hard to skim read a text.

  5. EAL or SpLD? Look at the two texts and note the kinds of errors made. Try to decide whether these non- standard forms are due to the writer having English as an additional language OR due to a SpLD.

  6. WRITER 1 “I have always been interesting in working witch people and gaining experience on retail. Since I was sixteen I have been help in family business at the textile shop what runs my mum. I’ve been in charge for the provision of stock, cash up and many duties. I do a lot of reading a historic, law and a lot of newspapers to know current events in the world.”

  7. WRITER 2 “It also involve in the nursing team being able to support and to give out positive to ensure on the improvement he is making...This has been supported by theorist and there explanations into the ways in which experiences that affect us as we grow up.”

  8. Two adult writers

  9. Even if it walks like a duck... (Picture from Google images)

  10. ...and even if it quacks like a duck... (Picture from Google images)

  11. ... it might still be a multilingual goose. (Picture from Google images)

  12. Implications for assessment.

  13. Implications for assessment • Standardised tests are based on an assumption of native-like English language proficiency and therefore: • they are not valid for use with learners for whom English is an additional language • they are not useful for discriminating between causes of difficulties

  14. Implications for assessment • Instead, we need to use other means of assessment: • close observation by all school staff • detailed personal and educational history • use of non-verbal assessment tasks • use of student’s first language where possible

  15. Implications for intervention.

  16. Implications for intervention (Picture from Google images) What’s sauce for the (dyslexic) duckling… …is also gravy for the (multilingual) gosling!

  17. Implications for intervention Lots of practice: review, recycle, repeat Multisensory input Explicit instruction Big picture – small chunks

  18. For all of our ‘ugly ducklings’: (Picture from Google images)

  19. Have faith! • Anne Margaret SmithUniversity of Cumbria / ELT well (Picture from Google images)

  20. If you have any questions or would like to know more: Email: ams@ELTwell.co.uk For more information about the courses on assessing or supporting multilingual learners running in your area this term, please go to the web site: www.ELTwell.co.uk

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