English as an Additional Language
English as an Additional Language (EAL)
English as an Additional Language (EAL)
emanaid
emanaid
Contents Introduction 2 What are Schools’ Responsibilities for Inclusion under the National Curriculum? 2 What is an EAL learner? 3 Inclusion for EAL Learners and How Their Needs are Met 5 Factors that Impact on the Quality of Inclusion within the Classroom 6 The Role of Assessment to Provide a Baseline of Information to Support AFL 7 Access and Engagement Strategies Relevant to Design and Technology 8 Attainment and the Use of Learners First Language 9 Focussed Practical Tasks (FTPs) 10 Additional Support by ‘Buddying Up’ 10 Classroom Support 11 A Supportive Classroom Environment 11 The Teacher’s Role in Supporting EAL Learners 12
English as an Additional Language (EAL)
TEACHING STUDIES ASSIGNMENT:
Introduction
“Effective adaptation of learning and teaching strategies and careful consideration of learning needs are essential to maximise EAL learners’ inclusion in classroom activities”. This report will examine this statement in relation to Design & Technology classrooms in the secondary school.
What are Schools’ Responsibilities for Inclusion under the National Curriculum?
All schools have a statutory requirement to deliver a curriculum that provides a relevant and challenging education to all learners within the school. Guidelines are provided by the Department for Education and must be adhered to fully. Within these guidelines a statement for inclusion is detailed with three principles outlined:
“A. setting suitable learning challenges
B. responding to learners’ diverse learning needs
C. overcoming potential barriers to learning and assessment for individuals and groups of learners.” (DfE, 2011)
(DfE, 2011) states that in response to the statement for inclusion all Teachers should aim to give every learner the opportunity to experience success in learning and to achieve as high a standard as possible. The
English as an Additional Language (EAL)
emanaid
emanaid
Contents Introduction 2 What are Schools’ Responsibilities for Inclusion under the National Curriculum? 2 What is an EAL learner? 3 Inclusion for EAL Learners and How Their Needs are Met 5 Factors that Impact on the Quality of Inclusion within the Classroom 6 The Role of Assessment to Provide a Baseline of Information to Support AFL 7 Access and Engagement Strategies Relevant to Design and Technology 8 Attainment and the Use of Learners First Language 9 Focussed Practical Tasks (FTPs) 10 Additional Support by ‘Buddying Up’ 10 Classroom Support 11 A Supportive Classroom Environment 11 The Teacher’s Role in Supporting EAL Learners 12
English as an Additional Language (EAL)
TEACHING STUDIES ASSIGNMENT:
Introduction
“Effective adaptation of learning and teaching strategies and careful consideration of learning needs are essential to maximise EAL learners’ inclusion in classroom activities”. This report will examine this statement in relation to Design & Technology classrooms in the secondary school.
What are Schools’ Responsibilities for Inclusion under the National Curriculum?
All schools have a statutory requirement to deliver a curriculum that provides a relevant and challenging education to all learners within the school. Guidelines are provided by the Department for Education and must be adhered to fully. Within these guidelines a statement for inclusion is detailed with three principles outlined:
“A. setting suitable learning challenges
B. responding to learners’ diverse learning needs
C. overcoming potential barriers to learning and assessment for individuals and groups of learners.” (DfE, 2011)
(DfE, 2011) states that in response to the statement for inclusion all Teachers should aim to give every learner the opportunity to experience success in learning and to achieve as high a standard as possible. The
Bibliography: Black, P. & William, D., 1998. Assessment in Education. In: Assessment and Classroom learning. s.l.:s.n., pp. 7-74. DfE, 2011. General Article. Including all Learners, p. 4. DfES, 2002. Key Stage 3: National Strategy. Access and engagement in Design and Technology: Teaching pupils for whom English is an Additional Language, p. 22. Lama, D., 2007. Supporting pupils learning EAL in Design and Technology. NALDIC, p. 9. Met, M., 1994. Teaching Content Through a Second Language. In: F. Genesse, ed. Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. s.l.:Cambridge University Press, p. 365. NALDIC, 1999. The Distinctiveness of EAL: A Cross-Curriculum Discipline.. Working Paper 5. NALDIC, 2006. Assessment for Learning and EAL learners, s.l.: s.n. Stringham, L. M., 2012. mset.rst2.edu. [Online] Available at: http://mset.rst2.edu/portfolios/s/stringham_l/thesis/10quiz.htm United Nations Educational, S. a. C. O., 2008. Barriers to inclusive education. [Online] Available at: www.unescobkk.org/education/appeal/programme-themes/inclusive-education/thematic-issues/barriers-to-inclusive-education/