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Everyone is talking about differentiation for EAL in whole class teaching, but how do we actually approach it consistently and effectively?
At Across Cultures we have been developing some systematic ways of approaching this in a structured, yet flexible format. In the downloadable plan you'll see a framework to support EAL teachers with planning for content learning alongside language learning. The plan is based about the theme of sea pollution and provides a writing frame for a persuasive text.
This lesson follow a particular format:
1. Pre teach vocabulary of the text type. There are many games for supporting learners with remembering new vocabulary.
2. Introduce the theme, text type and ensure comprehension of text.
3. Reproduce sections of the text day by day with support of writing frames, the vocabulary learnt and the text.
4. Recreate the entire text without support.
Have you ever considered to what extent a learner’s English language proficiency level affects their academic success in English-medium school?
English language proficiency is usually measured by learners’ ability to use English effectively in different contexts, i.e. how well they can speak, listen, understand, read and write in English.
Trust is the foundation of any meaningful school-family relationship. When it is strong, parents feel welcome, students feel supported, and schools can create the best conditions for learning. Research shows that trust between families and schools is directly linked to improvements in student engagement and achievement (Bryk and Schneider, 2002).
Here is a scenario close to my heart:
There are many similarities between music and language, in the way they are organised, processed and produced. Music therefore has enormous potential as a language-learning tool, and one that can be appealing to even the least engaged or confident learners.