Search results
- A ‘bilingual learner’ is, in its broad sense (and in this document), a student who uses their first language (L1) at home/in the community and is learning through a second language (L2), for example English, at school. Their learning may take place in a variety of educational contexts.
www.cambridgeinternational.org/Images/271190-bilingual-learners-and-bilingual-education.pdf
People also ask
What is a 'bilingual learner'?
What is a Cambridge bilingual learner?
Why is bilingual education different from learning a second language?
How does bilingual education work?
How do children become bilingual?
Why should bilingual learners learn different languages?
A ‘bilingual learner’ is, in its broad sense (and in this document), a student who uses their first language (L1) at home/in the community and is learning through a second language (L2), for example English, at school. Their learning may take place in a variety of educational contexts.
- Getting started: supporting bilingual learners
In a bilingual education school, a ‘bilingual learner’ is a...
- Getting started: supporting bilingual learners
In a bilingual education school, a ‘bilingual learner’ is a learner learning through the first language and the second language, which implies that they are becoming ‘biliterate’, developing the ability to read and write in two or more languages at an age-appropriate level. This is often referred to as
In bilingual education, students are taught in two (or more) languages. [1] It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model.
- NIN HAO
- Gayle Gorman
- DZIEŃ DOBRY
- AHLAN
- Who are the bilingual learners in Scotland?1
- What every teacher needs to know about bilingualism
- L1 L2
- Bilingualism brings with it definite cognitive advantages
- What do we mean by language proficiency?
- What are the implications for educational staf?
- The education of bilingual learners in the current Scottish context
- UN Rights of the Child - in child friendly language
- In terms of bilingualism, the following Rights are especially pertinent: Article 8
- Article 12
- Article 14
- Article 29
- Article 30
- This legislation covers those who identify as having one of 9 protected characteristics. These are:
- The legislation requires all public bodies to:
- The Standards in Scotland’s Schools etc. Act (2000)
- Its purpose is often summed up as helping children and young people to become:
- Getting It Right For Every Child (GIRFEC)
- How Good is Our School? (4th Edition)/How Good is our Early Learning and Childcare?
- Bilingual learners and the National Improvement Framework
- General Teaching Council Standards (GTCS)
- New Scots Refugee Integration Strategy 2018 - 2022
- This section will look at:
- Key questions for teachers and leaders in schools:
- Initial contacts and enrolment
- The school/establishment should make sure that parents/carers:
- Use of interpreting/translation services
- Involving bilingual parents/carers in their child’s learning and in the life of the school/establishment
- The three principal aims of the programme were to:
- This section will look at how appropriate support can be planned and managed in the classroom. It includes consideration of the following:
- Class and group allocation
- Implications for teachers
- Social processes
- Linguistic processes
- Strategies for delivering appropriate support for EAL learners
- Recognise and build on previous knowledge and experience
- Make meaning clear by ensuring that it is not communicated only by the English used in class
- Encourage the use of the home language
- Pay explicit attention to the language structures and vocabulary of English12
- Important implications:
- Selecting appropriate early reading materials
- Supportive published texts will contain some of the following features:
- Extending reading and writing in diferent subject areas Support for the literacy development of bilingual learners should aim to:
- Before reading/writing
- During and after reading/writing
- The functions and roles of EAL support staf
- Strategic support
- Operational support
- This section will consider various aspects of assessing the progress of bilingual learners. These are:
- Good practice in assessing bilingual learners
- The most efective approach is to build up a profile of a pupil. This should include:
- Each stage is described by listing the key features of language in each of four areas:
- This can be a helpful way of describing a bilingual learner’s English language development. However, the following points need to be noted:
- Take account of language and educational background
- Take account of other factors that may afect learning
- Supporting learners with other additional support needs
- In particular it is important to:
- What are the features of a supportive school/educational establishment?
- Does your establishment have good relationships with parents/carers?
- What are the features of a supportive learning environment?
- What are the features of a supportive group?
- 12-approach/pages/5/
- Acknowledgements
I am very pleased to introduce this updated resource which aims to help those working with bilingual learners by identifying good practice in supporting children whose first language is not English to access the curriculum. Scotland is home to hundreds of thousands of first, second and third generation immigrants, as well as ethnic minority communi...
Chief Executive and HMI Chief Inspector of Education, Education Scotland Introduction
The purpose of this resource is to identify good practice in supporting children who are accessing the curriculum through English as an additional language (EAL). There have recently been considerable changes in legislation and policy that impact on support for bilingual learners. The main changes have focused on encouraging educational establishme...
Bilingual learners are individuals who function in more than one language in their daily lives. The term ‘bilingual’ emphasises that learners already have one language and that English is a second or additional language. The term does not imply an equal or specified level of fluency in two or more languages. Although much of the good practice will ...
Bilingual learners live throughout Scotland and the demography of the country is changing rapidly. Bilingual learners are not a homogeneous group. They difer from each other in many ways, including (in no particular order): their home language(s)2 the number of other languages they speak their cultural or religious background vs their previous edu...
Seventy per cent of the world’s population is bilingual and regularly uses more than one language in daily life. In global terms, bilingualism is the norm. One common misperception about bilingualism was that the brain had limited capacity for learning languages and that the first language a child learned (L1) would interfere with the learning of t...
Language Introduction to bilingualism What do we mean by ‘bilingual learner’? continued
Many of these advantages are important for raising the achievement of bilingual learners across the curriculum. They may include: greater awareness of how language operates. This can help with the development of literacy skills, especially decoding, and with the learning of other languages enhanced problem solving abilities, which are useful fo...
Research4 into classroom language distinguishes between the learner’s ability to use any language for: social purposes – this includes the language used during play, everyday conversation and normal classroom interaction. In other words, the language is used in situations where the meaning is made clear by the context and the cognitive demand is ...
The home language is vitally important – the school needs to provide the parents/carers with every encouragement to maintain and develop it. Competence in social English does not necessarily mean that a pupil will have understanding at a deeper conceptual level. Judgements about the child’s academic potential should not be made on the basis of t...
Recent policy statements and legislation have explicitly raised the profile of bilingual learners in Scottish educational establishments. Key directives emphasise the need for local authorities and schools to address the needs of bilingual learners – individually, proactively and inclusively.
“Rights” are things that every child should have or be able to do. All children have the same rights. These rights are listed in the United Nations Convention on the Rights of the Child (UNCRC). Almost every country has agreed to these rights. All the rights are connected to each other, and all are equally important.
You have the right to an identity - an oficial record of who you are. No one should take this away from you. Language and culture are essential parts of our identity. this should be celebrated, encouraged and nurtured in schools and in wider society. No child should have to hide who they are.
You have the right to give your opinion, and for adults to listen and take it seriously. In order to give their opinion, children should have the freedom and opportunity to use languages other than English to make their voice heard.
You have the right to choose your own religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you. Attitudes, values and beliefs are integral parts of culture and identity. Children may have multifaceted identities reflecting their multicultural heritage.
Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people. Children’s multilingual talents and their diverse cultures should be celebrated and encouraged. This linguistic ability is not only good for the child academically, cognitivel...
You have the right to practice your own culture, language and religion - or any you choose. Minority and indigenous groups need special protection of this right. Opportunities to use first language in school should be given, and opportunities to develop their home language(s) should be ofered. This promotes the wealth of benefits of bilingualism an...
Age Disability Gender reassignment Race Religion or belief Sex Sexual orientation Marriage or civil partnership Pregnancy or maternity
Eliminate discrimination Advance equality Foster good relations The legislation protects people who have, or are perceived to have one of the protected characteristics. For most EAL learners, the most relevant protected characteristic will be Race, although some of the others may also be relevant. This means that schools are required to ensure...
Every child or young person has the right and the entitlement to education, as detailed in this act. The education of bilingual learners in the current Scottish context continued
Successful learners Confident individuals Responsible citizens Efective contributors. These are referred to as the four capacities. The Curriculum for Excellence provides a helpful approach that gives teachers the freedom to adapt the curriculum to reflect the needs of the children and young people they work with, enabling the curriculum to b...
Taking a GIRFEC approach allows teachers to meet the health and wellbeing needs of EAL learners. Using the wellbeing indicators helps teachers to identify particular needs that some EAL learners have, such as experiencing racism or having to develop new friendships.
The self-evaluation framework How Good is Our School? provides challenge questions around how well a school is doing to ensure the best possible outcomes for all learners in relation to wellbeing, equality, inclusion, attainment and achievement. The use of a wide range of approaches to embed language learning within the curriculum will ensure that ...
The National Improvement Framework has key priorities for achieving excellence and equity in education: Improvement in attainment, particularly in literacy and numeracy • Improving your skills to support bilingual learners will in turn support their development in literacy and numeracy. Closing the attainment gap between the most and least disad...
GTCS maintains a suite of Professional Standards which are underpinned by the themes of values, sustainability and leadership. Teachers who participate in professional learning around EAL will be able to link activities to various aspects of the professional standards. The following links provide: a brief introduction to the GTCS Professional St...
Scottish Government’s strategy for refugee integration recognises the importance of having skilled practitioners within the education system to efectively support learners whose first language is not English. This includes refugees and asylum seekers.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
Special thanks and gratitude to the staf and learners of Elmvale Primary School and Nursery Class, Glasgow and St Augustine’s RC High School, Edinburgh for their kind co-operation, participation and enthusiasm.
- 3MB
- 48
Bilingual teaching assistants can support learners using their first language or other languages they know. This helps develop a school learning culture which values multilingualism; if teachers and other staff members are also multilingual, these skills can be drawn upon too.
This term is used to describe a learner who uses two or more languages to communicate. There are various interpretations with regard to attitude, proficiency and use. Community languages or Heritage languages. These describe the languages spoken and used, other than English, in a local community.
Sep 30, 2024 · Bilingualism, Ability to speak two languages. It may be acquired early by children in regions where most adults speak two languages (e.g., French and dialectal German in Alsace). Children may also become bilingual by learning languages in two different social settings; for example, British children.
