Young Interpreters Programme: Utilizing Pupil Interpreters to Support New EAL Learners - P, Apuntes de Ciencias de la Educación

¡Descarga Young Interpreters Programme: Utilizing Pupil Interpreters to Support New EAL Learners - P y más Apuntes en PDF de Ciencias de la Educación solo en Docsity! APÉNDICES   Apéndice 1: Entrevista (Background information) Addendum to the School Admission Form for Minority Ethnic Pupils Gender: M F Full name: .......................................................................... (in order and underline the family name) Personal name: ..........................................Preferred name: ......................(if not the same as personal name) Date of birth Country of birth Arrival in UK (if not UK born) Ethnicity Religion Refugee status Family information: Relationship of carer/carers to the pupil Siblings Names: Age: Gender: Other relevant details:   Apéndice 2: The 'Young Interpreters’ Programme Using  pupil  interpreters  to  support  the  emotional  health  and  wellbeing  of  new  learners  with  English   as  an  Additional  Language  (EAL)       -­‐  Training  a  group  of  pupils  as  ‘Young  Interpreters’     -­‐  Valuing  this  group  by  giving  them  an  official  role  and  status  within  the  school     -­‐  Through  this  group,  providing  additional  peer  support  to  newly  arrived  EAL  learners  either   through  first  language  or  child  friendly  English.     -­‐  Working  with  this  group  to  listen  and  respond  to  the  needs  of  pupils,  parents  and     visitors  with  EAL  on  a  day  to  day  basis     -­‐  Communicating  and  celebrating  the  group’s  work  with  parents  and  carers     -­‐  Adding  to  and  extending  the  buddy  system  for  new  arrivals,  not  replacing  it     -­‐  Sending  positive  messages  to  all  about  valuing  bilingualism       How  does  it  work?     -­‐  Member  of  staff  appointed  as  co-­‐ordinator     -­‐  Pupils  invited  to  become  school  interpreters  based  on  language  skills  and  or  other  qualities     -­‐  Parents  informed  about  the  scheme     -­‐  Co-­‐ordinator  delivers  short  training  course  using  ‘Young  Interpreters’  pack     -­‐  Pupils  awarded  interpreter  badge  and  kit  at  celebration  assembly.  Parents  invited  to  attend     -­‐  Pupils  support  new  arrivals  in  a  variety  of  ways     -­‐  Co-­‐ordinator  meets  with  pupils  regularly  for  feedback  and  support     -­‐  Pupil  interpreters  help  to  train  other  pupils     -­‐  The  varied  role  of  pupil  interpreters     -­‐  Supporting  new  arrivals  on  the  playground  and  introducing  them  to  other  children     -­‐  Checking  new  arrivals  are  settling  into  the  school  and  monitoring  how  they  are  feeling  on  a   regular  basis.  Feeding  back  to  key  staff     -­‐  Showing  visitors  around  the  school,  particularly  families  with  EAL           Supporting  EAL  learners  in  the  classroom  in  a  variety  of  ways:     -­‐  Being  good  language  role  models/rephrasing  instructions/explaining  in  first  language  or  child   friendly  English     -­‐  Communicating  with  children/parents/carers  who  are  new  to  English  to  support     school  staff     -­‐  Welcoming  parents  at  parents’  evenings.  Older  children  may  be  involved  in  presenting   information  bilingually/interpreting  for  parents     -­‐  Helping  a  child  new  to  English  to  communicate  a  problem/difficulty     -­‐  Supporting  new  arrivals  on  the  playground  and  introducing  them  to  other  children     -­‐  Checking  new  arrivals  are  settling  into  the  school  and  monitoring  how  they  are  feeling  on  a   regular  basis.  Feeding  back  to  key  staff     -­‐  Showing  visitors  around  the  school,  particularly  families  with  EAL     -­‐  Supporting  EAL  learners  in  the  classroom  in  a  variety  of  ways  (being  good  language  role   models/rephrasing  instructions/explaining  in  first  language  or  child  friendly  English)     -­‐  Communicating  with  children/parents/carers  who  are  new  to  English  to  support  school  staff     -­‐  Welcoming  parents  at  parents’  evenings.  Older  children  may  be  involved  in  presenting   information  bilingually/interpreting  for  parents     -­‐  Helping  a  child  new  to  English  to  communicate  a  problem/difficulty       If  you  are  interested  in  finding  out  more  about  the  Young  Interpreter  Programme,  contact  Equality   Service                       Apéndice 3: A glossary of EAL strategies. (Estrategias para la enseñanza del inglés como lengua adicional). Mainly Oral What is the Technique? How to do it? Why do it? Visual presentation Teacher uses an oral, visual or animated presentation to key learners into the topics that matter EAL learners can quickly learn new vocabulary when they can associate it with a picture or artefact Talk partners Learners are carefully matched in pairs in order to discuss their responses to teacher questions when asked. EAL beginners can be placed with more able, fluent speakers of English who can model appropriate language use. Hot seating Learners are given a character, often with a role-play card to support. A learner who has read and understood her character sits in the middle of a circle of learners. Other pupils take it in turns to ask questions of the character who responds in role. EAL learners hear real language in context. They are able to listen to other fluent speakers. Oral rehearsal develops the exploratory talk of more advanced learners and is good preparation for writing.   Discussion in first language EAL learners are given time to talk about new subject content in their first language with another speaker of the same language. EAL pupils are able to use subject knowledge learnt in their first language and key into a topic. Sometimes vocabulary is similar, especially in science subjects with Latinate vocabulary . Oral Prediction Before reading a text the teacher asks learners to predict from title, pictures or sub-headings what the text will contain. This technique requires all learners to use their prior knowledge of how texts work. It helps with information retrieval. Brainstorming or spider diagram A group of pupils are asked to generate ideas and words related to a (new) topic. These are usually recorded visually by the teacher or another student. Gives EAL learners a chance to learn key topic vocabulary. Several pupils working together can extend each others’ repertoire. Relevance sorting Learners sort cards with key points about a particular question The key question is written in the centre of concentric circles. Learners place their supporting evidence cards around the centre with the most relevant points nearer to the centre. This is a useful planning strategy for extended writing. It enables learners to prioritise points and organise the writing of a longer text. Ranking and justifying activities (eg Diamond Nine) Pupils are given sets of cards to evaluate in some waydifferent pieces of scientific evidence or other evaluative statements. They have to arrange the statements from most to least convincing or easily proved. In a Diamond Nine there are always nine cards which must be ordered in a diamond shape (high ranking at the top). This activity requires talk and higher order thinking skills as learners should be encouraged to justify their decisions. More advanced EAL learners will be able to participate at a higher cognitive level as they are supported by hearing others point of view. Mainly Writing What is the Technique? How to do it? Why do it? Cloze A specialised form of gap filling A text is prepared with one type of word omitted. It is a useful method of learning subject vocabulary. Supports learners in looking at either semantic patterns or sentence structures. Selective cloze A text is prepared with every 7th or 8th word deleted (or less frequent for EAL beginners). Learners work in pairs to find suitable replacements for the omitted words. Helpful for teachers to assess learners’ comprehension of more complex texts. If they cannot get about 80% of missing words correct, they are not likely to be understanding content fully. The discussion aspect helps EAL learners learn meanings of new words. Dictogloss A supported and collaborative dictation This is a listening and writing activity. The teacher chooses a short text on a recently taught familiar topic. She reads the text aloud whilst the learners listen. Then repeat reading twice and allow the learners to write notes. Next, pupils work in pairs and then fours to try to reconstruct the original text. Learners hear a model text on a familiar topic. They collaborate to reconstruct complex sentences and scaffold each other’s learning. Sentence starters The teacher prepares a topic- specific list of key sentence patterns for learners to use in their writing. An extended version of this, covering a complete text, would be a writing frame This is best for beginner and developing EAL learners who are unsure of how to organise or start writing. Writing Frames The writing frame is best used as a genre-specific scaffold. The teacher usually provides key connectives and linking phrases to show the text’s structure and organisation. Emerging EAL learners are supported to link together short simple sentences into complex sentences and paragraphs. Key Visuals Key visuals are a type of graphic organiser. They are used to show the underlying structure of the text, for example a flow chart signifies a sequential text, a two way table can illustrate for and against. The use of visual organisers help EAL learners see the underlying structure of forms of writing Substitution tables Teacher provides model sentences with various choices in a tabular form. Learners generate their own sentence following the set patterns. This technique enables EAL pupils to focus on from and write accurate sentences whilst also having some vocabulary and content choice Information transfer This is a generic technique involving moving information from one format to another such as text to diagram. These activities are good for EAL learners who are familiar with key concepts, but just need to learn the ‘labels’ in a new language. True and false and correcting untrue statements A number of statements about a topic are presented. Learners assign them as true / false or agree / disagree. They then discuss and correct the wrong statements. This activity requires talk and higher order thinking skills.