EAL; Exploring Linguistic
Development & Engaging
Participation
Parminder Assi and Ruth Murad
Newman University College
• strong track record in development of EAL/ITE
(received TDA funding to develop a PGCE with
English as an Additional Language option route
in 2008).
• this course has enabled expansion of provision
to an Undergraduate Option module in EAL
and to develop a network of partnership
schools to support specialism (TDA bid).
Critical, reflective, proactive
teachers
• Situated responses – sensitive to
localised needs, based on guiding
principles
(Kumaravadivelu 2003:23)
3
ROLE OF TEACHER
PASSIVE
CONFORM
REFLECTIVE
REFORM
TRANSFORM
ANTIRACIST
Primary Role
Conduit
Facilitator
Change Agent
Source of
knowledge
Professional
+ personal
+self exploratory
Knowledge +
knowledge and
research by teacher
Research of experts guided action
research of teacher
Goal of teaching
Maximising
content knowledge
through prescribed
activities
Maximising
learning
opportunities
through problem
solving
+ maximising
socio-political
awareness through
problem solving
Primary players
Experts + teachers
Teachers + experts
+learners
Teachers + experts
+learners
+communities 4
Kumaravadivelu B, (2003) Beyond
Methods; Microstrategies for Language
Teaching
New Haven CT and London Yale University
Press
5
Aims
• provide opportunities for beginning teachers
to learn from, and work with, effective
teachers and practitioners on the teaching,
learning and assessment of EAL pupils
• provide excellent modeling of professional
practice, and help to plan for support/
progress in EAL through subjects, main
stream teaching, one to one tuition and small
group teaching.
What has worked well in past in
Newman/ school partnership :
•support of new arrivals
•Links between SEN and EAL
•PGCE students working with
newly arrived children on initial
assessment
Strategies
•
•
•
•
team teaching
engaging pupils in dialogue and discussion;
observation
preparatory teaching to support children in
better accessing a lesson;
• resource provision and development
collecting, suggesting, modifying or designing
specific resources
• monitoring progress
8
Social/cultural issues
Range & scope of
languages covered –
everything from Urdu and
Mandarin to Tegrini.
Empowerment of parents
(particularly mothers) in
supporting children’s
development.
HOW?
• Video conferencing between school
EAL specialists and Newman PG
students to analyse pedagogical
approaches to EAL in the classroom.
• Development of a Virtual Learning
Environment area for students and
wider EAL community to share and
sustain best practice
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Organizational Overview