The Parliament of Blood by Justin Richards; EAL students’ preparation to reading;

http://www.justinrichards.co.uk/home.html

This is the book our year 8 groups reading this term. I have 2 EAL students in one of the groups; one boy comes from Pakistan and the other boy comes from China. Both of them are literate in first languages; Urdu and Mandarin. Chinese boy has been to the UK for 5 months. He didn’t study any English in school. Urdu speaker has been to the UK for a year and a half and he studied some English in his school in Pakistan.

They both like to read stories in their first language. Urdu and Mandarin alphabet characters are different then English alphabet characters therefore both attended our 6weeks literacy group, designed for illiterate students, to learn the letters and phonics. They also attended our KS3 EAL 12 Subject Induction programme.

To assess EAL students, we use ‘A language in common levels’; please see the link below.

http://www.qcda.gov.uk/resources/assets/A_language_in_common_-_Assessing_EAL.pdf  

Urdu speaker’s reading level is 3 and the Mandarin speaker’s reading level is 1S according to these levels.

Level 1Secure descriptors;

Pupils use their knowledge of letters, sounds and words to establish meaning when reading familiar texts aloud, sometimes with prompting. They comment on events or ideas in poems, stories and non-fiction.

Suggested strategies;

· use of worksheets supported by visual cues

· games, lotto / pelmanism

· matching beginnings and ends of sentences

· paired reading

· use of tapes to listen and record (developing intonation patterns)

· answer questions with short phrases

· sequence text with pictures

· read play scripts of familiar texts (developing intonation and expression, and understanding of character

Level 3 descriptors;

Pupils understand many culturally embedded references and idioms, but may still require explanations. From Key stage 2 onwards pupils can read a range of complex texts starting to go beyond the literal by using some higher order reading skills such as inference, deduction and hypothesis.

Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.

Suggested strategies;

· dictionary / thesaurus work

· use of highlighter to track ideas at paragraph / text level

· visual / audio / video support for text

· interactive visual display around text

· opportunities to link to personal experiences

· hot seating characters

· provide a framework to ask / answer questions about the text e.g. who, what, where grid, book reviews

· discuss homonyms

· explain cultural references / nuances

· cross-curricular references and links

Before reading activities that I did with the students;

We looked at the cover of the book and I asked following questions;

1. What is the name of the book? Who is it written by?

2. What can you see in the picture? Is it a man or a woman?

3. What colours can you see in the picture?

4. What colour is the man’s eyes? Is he a white or a black man?

5. Why does he have different teeth? What does he do with them?

6. What is the liquid coming out of his mouth?

7. How is he feeling? What are his emotions? Is he happy or angry? Is he feeling weak or strong?

8. How does he make us feel; scared, irritated, upset, weak etc.?

9. What else can you see in the picture?

10. What are these flying animals called? Why are they important?

11. Is it day or night time? How do you know?

12. What are the buildings called? Where is this story set then?

13. What would you do if you see this man on the road? What would you do if you were this man?

Afterwards we looked at the blurb and determined the following;

Setting (Where and when?): 1886, London.

Plot (What happens): Eddie, George, Liz and Sir William must separate the terrifying truth from the lies and fiction. Or else we shall all be doomed as they return to do battle with their greatest foe yet...

Finally we watched the short clip to promote the book on YouTube and discussed the setting, tone of music and the heartbeat in the end.

Follow up: To discuss with the students if they have similar stories in their countries. What are they called? Why are they similar? Who are the characters and what do they do?

Bilinguality and Literacy by Manjula Datta

I read this book when I was doing my research for the assignment I had to write in my course. I liked how the writer referred to her own language learning experience as a foreigner in the UK.

In the foreword, Colin Baker stated that 'the beauty in the cultural diversity of our world is well encapsulated in varied local literacy practices. To our global advantage, we reproduce and maintain such diversity. We do this not for the sake of literacy or language, but for the sake of children. It is in the richest interests of child development that minority language literacy and biliteracy is supported by parents, teachers, communities and advocates. There are many advantages for children who become bilingual and especially biliterate.'

The writer started teaching English, Hindi and Bengali in Calcutta. In India, she says, children have to learn at least three languages in school; including English, Hindi as the national language and one regional language. If there are other regional languages such as Gujarati and Tamil, the normal practice is to include these languages into the curriculum as well. She writes that in India all the languages have different functions and are used for different social purposes. For example, at home she spoke Bengali that her mother taught her. Hindi is the language spoken in Bollywood films, so to be able to understand these films she had to learn Hindi at school along with English.

She states that when she came to England in 1976, she had a big culture shock; she did not understand why they treated her as multilingual because there was a purpose and meaning to all languages she spoke, it was normal for her.

In countries like Switzerland, Belgium, Holland, Finland, Sweden and Norway, multilingual education is also a common norm. Children in Switzerland learn at least three languages at school because in Switzerland there are cantons with different languages and people move between these cantons for education as well as jobs. Therefore, children are taught these languages at very early ages.

After marrying my husband who is Swiss but from the French canton, we lived in Zurich for three years. He worked in Zurich and travelled to Lausanne every weekend to see his family. He speaks 5 languages but he learned French, German and English at school. The other languages came from the necessity and interest. It was easier for him to learn Swiss German which is a kind of German dialect but has got nothing to do with the German reading and writing. Afterwards, he learned Spanish because he liked the language. He even learned some Turkish from my mother to make himself understood in Turkey where we travel regularly to visit family & friends.

Growing up in a very monolingual environment as well as the English that I learned at school, learning German in Zurich was quite tough for me. I went to a language school but I did not understand a word of what the locals were saying. In the language school, they taught normal German but people in Zurich did not like to use it. They preferred speaking their own dialect naturally. I decided to work in a shop temporarily to understand the language better. Only after a couple of months, I was able to comprehend what exactly the customers wanted. I am still impressed that the boss didn’t fire me after a week :)

The experience taught me one very valuable lesson; you need to be thrown in deep water to be able to learn and speak a language. None of the designed role-plays or scenarios will prepare you for real life. You can learn a language in a school but you can’t maintain it if you don’t speak it. As Manjula Datta pointed out in her book, languages should have a function and purpose in our lives because they are alive and dynamic..

Please write to me about your journey in learning another language...

Mr. Tickle...

For evolving English: one language many voices, I read Mr. Tickle to a microphone...little embarrassing but a fun experience...Here are the links;

http://www.bl.uk/evolvingenglish/mapabout.html

http://audioboo.fm/boos/282739-mr-tickle

Promoting Community Languages in Schools...

In the UK, secondary school students can be entered for Community Languages GCSE's in most languages through different exam boards. These languages include Turkish, Urdu, Arabic, Dutch, Russian, Portuguese, Bengali, Gujarati, Polish, Chinese (Mandarin), Irish, Modern Hebrew, Japanese, Persian, Modern Greek, Panjabi. Although we have many Latvian, Lithuanian, Hungarian, Afghani students, it is sad that we are not able to enter them in these languages yet.  


There are many advantages for both students and schools to have the opportunity of these exams. The number of students taking the community languages exams is an indicator for the school's effective knowledge of the students' background and how much it values the first languages of its students. Obviously high grades also boost the school's results. 


However, the school's job does not end just with entering the students. They could also provide language clubs whenever possible. There are Saturday or sometimes Sunday schools where students learn their own languages as well as their culture but many students complain that they are extremely tired and want to rest at the weekends. 


I use the first language data to make a list of potential entries every Autumn term. I then contact those students to ask if they are able to read and write in the language because all exams require reading and writing skills. If they are literate, I give them the school letter to take home and have it signed by their parent or guardian to request exam entry. The language clubs, we run at present, are Turkish, Polish, Portuguese, Spanish and French. All these clubs are advertised  at different locations of our school but we also make sure that they are published in the school's newsletter. Distributing past papers to the students works wonders because they can practice at home on their own, too.   


I also communicate with the borough's community languages consultant to find out about the other languages entries. Speaking exams need to take place with a teacher who can speak that particular language. Therefore, we collaborate with other schools for conducting the speaking exams. It is also a great opportunity for schools to communicate with each other. 


Community Languages are one of the ways for Community Cohesion where an awareness can be shown of its students' multilingualism and students can be praised  for their ability to speak first language. It has many positive effects in students' lives; in or outside the school. They feel more confident and grounded because their school accepts them as a whole. They participate in other activities more and their competency in first language helps them to learn English better. Students also learn to trust their schools for valuing other cultures. They become more tolerant and helpful to each other. 


Community Languages recognition leads the schools towards a more pleasant environment for students...

Motivation...motivation

The most important issue in education nowadays is to be able to motivate the students for topics which they have very little interest for.  Students would like to see the relevance of these topics to life. They constantly ask themselves ‘What’s in it for me?’ as Ian Gilbert expressed in the book called ‘Essential Motivation in the classroom’.  It is well known that humans learn through two things; experience or experiment and interest.

The children, at present, are bombarded with information by internet and media. They are playing games that many adults are not able to play. Their brain is developing rapidly, asking questions and reviewing the topics they learn in schools.  

In the past, children had to accept what has been offered to them but maybe still questioned in their minds quietly.

In 1866 twenty-six-year-old Thomas Hardy wrote;

A Young Man’s Epigram on Existence

A senseless school, where we must give

Our lives that we may learn to live!

A dolt is he who memorizes

Lessons that leave no time for prizes

I am sure many children thought the same way at the time. Mark Twain (1835-1910) quoted “I never let the education interfere with my learning.”

 In the schools, teachers teach planned Schemes of Work in curriculum time which is made years ago before the Internet revolution. Although, there are efforts to make lessons more interesting by separating into parts such as; starter, main lesson and plenary as well as differentiation by outcome and extension, to cover the needs of 30 students is the hardest issue for teachers.  Teachers should also consider the learning styles of the students according to visual, auditory and kinaesthetic learners and make sure that all learning styles are covered.

I find it a little bit unfair on teachers to expect all these with the same curriculum which does not answer the needs of students anymore. However, teachers really try hard to provide the best education possible in schools under the circumstances.

To motivate the students, one of the most significant ways is to get to know them.  Teaching and learning are personal, it is not about business. It is about the goals, expectations, self esteem and family life. It is about the relationship between student-parent and school.

When I ask some of my students about what they would like to do when they finish school, the answers can be quite daunting. Although, they are high achievers in school, their parents may expect them to start working a.s.a.p.

 For teachers overcoming these barriers and developing the parents’ ambitions are tough tasks, but it needs to be done.  Parents’ attitude to learning affects their children’s attitude to learning. 

I believe motivation should start from home and continue through relevant teaching resources at school.  However, in the meantime, teachers need to be motivated as well! They need appreciation and courage to deliver excellent lessons.  Let’s not forget about that!!

RE (Religious Education) KS3 induction lesson for EAL students: Meditation session

Close your eyes.

Take a deep breath in, and deep breathe out.

Inhale and exhale! When you exhale, imagine yourself on a beach. You can hear the sound of waves; you can smell the fish and you can touch the water. You are walking on the beach. The water is cool and refreshing.

Inhale and exhale! This time you are climbing up a mountain. No one stands in your way. Everyone wants you to achieve. All you need is your courage and determination. Finally you reach the peak. Now you can touch the sky. You are proud of yourself.  

Inhale and exhale! This time you are at your favourite place. It is your country, your city…. You see yourself at home. It’s peaceful. It’s calming. Look around you…You see your family, relatives and friends. They are all smiling at you. They are so happy and proud to see you. Give them hugs and kisses one by one.  Look at their smiling and welcoming faces. Tell them how much you miss them and tell them you will always love them.

Inhale and exhale…  Now take that happy place with you to your classroom. Smile… Inhale and when you exhale, relax, and open your eyes.    

Teacher’s comment

I read it with a calm and slow music in the background.

Generally first reaction of the students is to laugh. They have lots of problems to keep their eyes closed. Everyone tries to look at each other to make sure that the others also close their eyes, so they don’t look silly.

In the first part, they still have problems to focus. By the second paragraph, they start to listen but still with some giggles.

When I start to read the third paragraph, everybody is quiet. There is no one talking and giggling also stops! Complete silence...     

Created by T. Bauhofer

  

Part 4-What is Partnership Teaching and does it really work?

What are the factors in successful partnerships?

Role of Senior Leaders in schools to participate the Partnership Teaching; in my opinion, it is crucial that the senior leaders back up the Partnership Teaching in schools. They need to recognize the aims and objectives of the project and the role of teachers within the project to ensure the values and principles are embedded across the school, check on the progress of individuals and groups within the target class, make sure protected planning time is available, ensure all teachers are released for network meetings, incorporate the Partnership Teaching objectives into faculty reviews and observations, undertake active leading role in completing action plans and progress reviews and monitor the use and effectiveness of the Partnership Teaching funding.

At whole school level; there should be a tradition of staff working in collaboration. This is a very important factor. If the teachers are not used to working in partnerships, it will be very difficult without any training or school policy to expect them share the teaching. It is likely to work much better if Partnership Teaching is tied into staff development plans and curriculum review. If a policy about partnership teaching is created in schools, it should be a joint decision by all staff. Structures should be developed to support Partnerships and strategies should be placed in schools with different abilities. Flexible groupings and modes of assessment should be provided in order to lift the pressure of league tables. Finally, explicit policy in the allocation and deployment of support staff should involve the whole staff negotiation. All staff should be aware of the nature of support if they have an EAL/EMA teacher in class. 

At classroom level; the short term goals should be clearly defined linking to school and department priorities. Identifying the correct target group and their target levels termly is one of the main starting points to the partnership teaching. An action research approach should take place giving the opportunity for all teachers to become learners, roles should be defined but open to change and development. Teachers should be given time for planning. There should be regular and honest evaluation, feedback to the school and department should be given and the most of all there should be willingness to share and to change.

What are the barriers of successful partnership teaching?

According to a recent report commissioned by a government agency, there are very few qualified EAL/EMA staff working in schools today. Many of the EAL/EMA jobs are done by teaching assistants rather than qualified teachers. This had an effect of lowering the status of EAL knowledge, skills and support within schools. In addition, EAL/EMA is often embedded with SEN (special educational needs) and learning support in many schools, therefore it causes to a lack of visibility and status for EAL and conflates the distinctions between EAL and SEN.       

Although the current EAL policy and practice seem to be student-oriented but the mainstream curriculum itself is not EAL oriented.

In addition, school management may have reservations about partnership teaching due to the high cost of having two teachers in one classroom. It is quite difficult to measure the success of the partnership teaching. It needs to be very well planned and organized as well as structured and timed for a certain period. The teachers who are undertaking partnership teaching should evaluate the impact honestly and change the strategies which are not found to be effective immediately.

What I also realised during my experience that the ‘language centres’ may still exist in some teachers’ minds. There may be a very strong tradition of teaching and learning privacy in classes and some teachers may not be ready to open their doors to ‘strangers’. The Partnership Teaching approach is likely to take time to establish in some schools. Furthermore, EAL/EMA teachers’ self confidence plays a crucial role to establish the successful partnership teaching. If they are not feeling confident in teaching Science and Maths, it may be a good idea for them to observe lessons for a while or go for training sessions. 

If schools’ senior managements lead and direct the teachers, team teaching should be successful. Otherwise, it is likely to be a struggle for EMA/EAL departments that they have to overcome because they should convince the teachers who are not ready for collaboration.

Conclusion

As an EAL (English as an Additional Language) Teacher, I worked in many different ways of collaboration with subject teachers. However, I realized that one of the most effective methods that the EAL/EMA students would progress is to plan and deliver the lessons in partnership with the subject teachers. There is nothing worse for a qualified teacher to get into a classroom and sharpen the pencils. This is a waste of teachers’ skills! In my reflective journal, I explained how our collaboration with Science faculty raised the students’ achievement and attainment level.

Gibbons says; ‘No one teacher can answer all the language needs of bilingual children alone. There is no such thing as a magic language ‘fix’ which will suddenly turn a child into a fluent English speaker’.   I entirely agree with Gibbons about taking a whole school approach to identify the EAL/EMA students’ language needs and plan the curriculum accordingly.

Many factors play a role in successful collaboration but I believe the main factor is readiness and open mindedness. Flexible goals and frequent evaluations are definitely very helpful but the work should be consistent and for an appropriate length of time. The success may not be instant, although I saw the progress immediately. Through differentiated resources and planned activities in multiple learning styles, all students were able to participate and raise their level of achievement.