Strategies for Working in Secondary Subject Classrooms

1. Strategies for Working in Secondary Subject Classrooms SATEAL March 2013

2. Aims To consider: How we can meet the learning needs of bilingual learners in subject classrooms. Strategies that can be used to support learning in the classroom .

3. Aberdeenshire Council 2 different scenarios: • Some Secondary Schools with 10% or more of bilingual pupils • Some Secondary Schools with 1% or less of bilingual pupils

4. School Department Classroom Teacher EAL / Teacher collaboration Schools with 10% or more

5. School • EAL Policy • Class allocation • Access previous reports • Timetable • Pupil Induction • Pupil EAL profiles accessible to all teaching staff

6. Departments • CPD • EAL Policy • Intranet access to bank of translated resources • SQA AAA • Pupil folio

7. Learner Pupil profile Acknowledge prior learning High expectations Exam ‘readiness’ SQA AAA EAL not SfL Learning Cummins Quadrant DARTs Translated resources Flexible grouping Cooperative teaching Differentiated resources Classroom Teacher

8. SfL support • Identify opportunities to use L1 • Target subject language • Analyse demands of the lesson • Identify and plan for language learning opportunities • Resources • Praise success • Raise self esteem

9. Planning Subject topic-content, knowledge, understanding, skills Learning aims and outcomes Teaching activities Resources Pupil tasks and targets Pupil grouping Monitoring and Recording progress Assessment EAL Collaboration

10. ‘Learners acquire English best through engagement with mainstream learning tasks rather than from a specific English course book. As learners hear and read English they are actively involved in working out the structure and rules of the language.’ (Page 13: Learning in 2+ Languages) Ensure that differentiation is on a linguistic and notcognitive basis. Remember, support strategies for EAL learners will benefit all learners within the classroom. Accessing the Curriculum

11. Schools with 1% or less Prioritise timetable: • New arrivals with low level of language acquisition at any stage • Senior pupils with 3 or less for their level of language acquisition

12. First Things First! Liaising with class teachers: • Information about the pupil • Information about pupil’s L1 • Advise on good dictionaries • Provide translated resources available • Reinforce that Google Translate cannot be relied on!

13. Strategies

14. Strategies for Supporting Bilingual Learners • General • Speaking and Listening • Reading • Writing • Vocabulary

15. Speaking and Listening • Make language structures explicit in lesson objectives and planning. • Model and explain the purpose and form of the language structures • Set expectations for using formal language in presentations. Model it first. • Display key vocabulary only for that lesson. • Group pupils with peer support and clear criteria for lesson objectives / outcomes. • Allow opportunity for rehearsal – talk. • Encourage active listening- invite comments and questions • Provide a purpose for listening. • Demonstrate the use of listening frames.

16. Reading • Model and describe the strategies – skimming, scanning, reading on, using images. • Use DARTs to access text and focus on the information they need. Use colour to highlight. • Paired reading • Use gap filling information sheet/ close reading questions to create notes for future writing. • Encourage underlining of unfamiliar words. • Allow annotating of text

17. Writing • Model writing • Shared writing • Exemplars/sharing of good examples • Scaffold - writing frames • Structured questions – answers used to create continuous prose. • Paragraph headings. • Quotes sheets. • Diagnostic marking and writing targets. • Thesaurus /collocations/dictionaries

18. Speaking and listening Task: Choose a subject lesson • How are bilingual pupils involved in speaking and listening activities? • Are there opportunities for pupils to use their first language? • Discuss ways in which speaking and listening skills can be further developed in the lesson. List 3 strategies.

19. Reading Task: Choose a subject where an aspect of reading is challenging for bilingual pupils. • What do you currently do to support reading tasks in a lesson? • Discuss opportunities for text analysis which encourage focus on information they need. • Identify 3 strategies which could be developed for the chosen subject.

20. Writing Task: Choose a subject where an aspect of writing is challenging for bilingual pupils. • What do you currently do to support writing tasks in a lesson? • Are there opportunities for pupils to use their first language? • Discuss ways in which writing skills can be encouraged and developed further in the lesson. • Identify 3 strategies for writing that could be developed for the chosen subject.

21. Some Strategies forSpecific Subjects

22. English • L1 books RATOS E HOMENSResumo e comentários da obra clássica de John E. SteinbeckObra: Of Mice and MenTítulo em português: Ratos e HomensAutor: John Ernst Steinbeck (Prêmio Nobel de Literatura em 1962)Ano: 1937 (original) e 1976 (ed. brasileira, traduzida por Érico Veríssimo) • Resumo do LivroA história trata sobre o relacionamento de dois homens: George Milton e Lennie Small.

23. English • Graded readers

24. English Differentiated resources sometimes available at: • Teachitwww.teachit.co.uk/ • TES http://www.tes.co.uk/teaching-resources/ • Plan for writing task with clear structure • Scaffolding writing task – writing the first sentence is always difficult • Group or pair work

25. English Use of dictionary: • Oxford Student’s Dictionary (ISBN-13:978 0 19 431746 7) • Oxford Student’s Dictionary - book +CD ROM • (ISBN-13:978 0 19 431747 4) • Oxford Wordpower Dictionary for learners of English (ISBN-0 19 4315169) • Oxford Wordpower Polish-English (ISBN-13:978 0 19 431697 2) • Oxford River Books – English-Thai Dictionary (ISBN 0 19 956291 6) • Oxford Russian Dictionary (hardcover) (ISBN-13:978 0 19 8614203) • Oxford Picture Dictionary English-Spanish Edition (ISBN 978-0194740098) • Oxford Picture Dictionary English-Chinese Edition (ISBN 978-0194740128) • Oxford Picture Dictionary English-Thai Edition (ISBN 0 19 474018 0) • DK French English Visual Bilingual Dictionary (ISBN - 9781 4053 11205) • DK Chinese/English Visual bilingual Dictionary (ISBN – 978-140532916 3) • DK Spanish/English Visual bilingual Dictionary (ISBN – 978-140531106 9) • DK Polish/English Visual bilingual Dictionary (ISBN – 978 1 4053 3106 7)

26. Maths Inform teacher of different Maths notation around the world! Addition + Subtraction – Multiplication x . * or ab (meaning a x b) Division ÷ : / Decimal point , or . or · or even just a space

27. Maths Numeral systems used in Arabic mathematical notation http://en.wikipedia.org/wiki/Modern_Arabic_mathematical_notation

28. Maths Make teachers aware of: • The use of calculator • Different methods for subtracting and dividing

29. Physics Acceleration Equation Where: a is the acceleration in m/s² u is the initial (starting) velocity in m/s v is the final velocity in m/s t is the time it takes for the velocity to change from u to v in s v - u a t

30. Physics Acceleration Equation Possible difficulties: • Understand what the lines mean in the triangle • Vocabulary • Lack of previous knowledge • How to say m/s²

31. Physics Calculate Initial Velocity v – u = at Possible difficulties: • Know that the two letters together mean multiplication • Know the mathematical method to solve the problem

32. Strategies for Science and Practical Classes • Print out from the board • Collaboration with the teacher • Use a dictionary or tablet for translation of key words • Have the revision book for the subject • Use the BBC Bitesize website • Past papers with marking instructions • Scholar • Structured Study • Homework and lunch clubs

33. Obrigada! • Any questions?