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The classroom support strategies map directly onto the relevant individual descriptors within the EAL Assessment Framework for Schools and provide highly practical ways to support EAL learners at each stage of their language development.
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However, six language groups (i.e. Pashto, Panjabi, Turkish, Portuguese, Czech and Slovak) have attainment below the national expected standard; this suggests that schools need to have full information about learners’ language profiles in order to target EAL support most effectively.
- Identify Students’ Assets.
- Create A Supportive Classroom environment.
- Examine The Curriculum.
- Continue Your Own Learning.
- See Culturally Responsive Teaching in Action.
Student strengths
Reflect on your students’ strengths and whether you’ve considered them as strengths before. Ask yourself: 1. What are some of the individual strengths your students have? 2. Are there shared strengths across groups of students? 3. What are your students’ talents, skills, and responsibilities outside of school?
Student interests
Finding out your students’ interests is a great way to build relationships. Their interests can also help guide your instruction. You can collect this information through: 1. Questionnaires, surveys, and conversations with students and families 2. Conversations with other colleagues who know the students 3. Paying attention to the topics or activities that students find most engaging
Funds of knowledge
All students bring funds of knowledge to the classroom. That includes their own background knowledge, experiences, and skills needed to navigate their day. 1. Learn about highlights from students’ cultures, like historical figures, accomplishments, and awards. 2. Find out about local contributions in your students’ communities. (Your students and families may have examples to share.) 3. Avoid asking too many direct questions about families’ personal lives. Some families, especially immigrant...
Develop authentic, caring relationships.Relationships establish trust and respect — crucial ingredients for learning. 1. Learn how to say students’ names correctly. 2. Give students chances to share what’s happening in their lives. Try using one-on-one chats, group discussions, or journals. 3. When possible, find ways to support students outside of...
Look for ways to increase and support rigor. Raising expectations is an important part of increasing academic achievement. 1. Look at your curriculum. Ask where you can raise your expectations for students. 2. Identify the skills students need to complete higher-level work in your classroom. Use explicit instruction and strategy instructionto help ...
Explore resources to deepen your own understanding. Culturally responsive teaching is a chance to reflect on your personal perspective. You can also use a culturally responsive lens to learn about the broader forces that shape the lives of students. 1. Look for trustworthy, research-based examples of culturally responsive teaching across the curric...
Watch this video clip from Edutopia. Think about these questions as you watch: 1. How are the students’ lives, cultures, and experiences reflected in the environment, curriculum, and instruction? 2. What signs do you see of high expectations and rigor? 3. What are some takeaways you could apply to your teaching? Culturally responsive teaching is a ...
Feb 10, 2022 · A culturally and linguistically responsive environment also involves providing language supports for our ELLs. Researcher Stephen Krashen has noted language acquisition principles that help teachers create a supportive, nurturing place where language is learned through meaningful tasks and authentic interactions.
- Karen Blaha
Sep 3, 2018 · New findings have provided greater insight into how multilingualism works and highlight its many benefits (for an overview, see e.g. Kroll and Dussias 2017 ). One of the major findings is that languages, contrary to popular belief, are not stored separately in the brain.
Learners’ multilingualism – their ability to listen, speak, read and view, and/or write in one or more languages and/or scripts beyond English – is a valuable resource. Maintaining and further developing learners’ home languages and other languages they know results in greater cognitive flexibility and stronger academic performance.
People also ask
Do schools need to know learners' language profiles?
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How can a group of learners use a home language?
Should schools use languages other than the medium of instruction?
language and classroom language). Hal et al.6 elaborates on this model demonstrating that EAL pupils need to be supported with work concentrated in the top left quadrant as their language develops, so that they can eventually operate successfully in the top right quadrant where academic literacy sits. Cognitiely undemanding communication (BICS)
