| Record Number |
21443 |
| ISBN |
9781350073623 (paperback) |
| Location |
428.24 DAB |
| Author |
Daborn, Esther, (author). |
| Title |
Subject literacy in culturally diverse secondary schools : supporting EAL learners / Esther Daborn, Sally Zacharias and Hazel Crichton. |
| Published |
London : Bloomsbury Academic, 2020. |
| Collation |
xi, 236 pages : illustrations (black and white) ; 25 cm. |
| Content types |
still image |
| text |
| Carrier type |
volume |
| Bibliography Note |
Includes bibliographical references and index. |
| Contents Note |
Machine generated contents note: How does language knowledge support learning and subject literacy development? -- What is it like to learn in a culturally diverse classroom? -- How can we apply this language knowledge to our classroom practice to support EAL learners and benefit all learners in the process? -- 1.Where Do We Start with Supporting Subject Literacies in the Classroom? -- Starting points: Existing understandings of language and literacies -- What language resources and social strategies do we develop from early years? -- How does the teacher use social meanings in school settings? -- Establishing a professional role in the classroom -- Managing relations with tutors and colleagues -- Managing non-standard language forms in the classroom -- How do literacy skills develop at Primary school? -- Word- and sentence-level knowledge -- Text-level knowledge to lay a foundation for subject literacies -- |
| Contents note continued: An example of language in the construction of knowledge at different stages of a lesson -- Drawing together ideas for supporting subject literacies in the classroom -- Teaching resources -- Six register continuums, with examples -- More detailed outline of language development in first language English -- 2.What Resources Does the EAL Learner Bring to the Classroom? -- Starting points: Identifying cultural, educational and language resources -- Creating a school profile for the EAL learner -- Getting an insight into cultural expectations -- Building a languages profile -- The customary language support practices in a school -- How do EAL specialists approach language support? -- How do EAL learners manage their languages in class? -- The EAL learner's pragmatic skills: Basic Interpersonal Communication Skills (BICS) -- The EAL learner's subject literacy skills: Cognitive Academic Language Proficiency (CALP) -- |
| Contents note continued: Drawing together key areas of support for inclusive practice in the classroom -- Background knowledge -- Languages apart from English -- English language -- How EAL learners manage languages in class -- Teaching resources -- Three key strategies for EAL learner engagement -- Planning lessons: A language aware teaching and learning cycle -- Policy documents and books for more detail on working with EAL learners -- 3.How Is Language Used to Present and Discuss Knowledge in My Subject? -- Starting points: Your subject-oriented lens -- What you already know about communication purpose and text organization -- Establishing types of communication purpose of texts -- Identifying language patterns in sample text types: Lower Secondary Geography, Maths and History -- Geography: The formation of volcanoes -- Maths: Squares and cubes -- History: The Norman Conquest -- Drawing together metalanguage for language patterns to support EAL learners -- |
| Contents note continued: How challenging are these Geography, Maths and History texts for the EAL learner? -- Teaching resources -- Macro level - Questions and answers for planning the explanation -- Macro-level - How is it organized? Note-taking and writing templates for three types of explanation -- Micro-level - Language patterns for particular purposes -- 4.How Can I Support EAL Learners to Engage with New Knowledge in Challenging Texts? -- Starting points: Identifying challenges -- How did your receptive skills develop? -- How do fluent language users approach a topic using prediction? -- Approaching a topic through visuals -- Approaching a topic in Listening -- Approaching a topic in Reading -- Supporting the EAL learner with hearing new words -- Supporting the EAL learner with reading new words -- How many words do EAL learners need to know? -- Learning general academic words: Notice and apply to other subject areas -- |
| Contents note continued: Learning subject-specific words: Use reformulations to make synonymous phrases -- Learning everyday words for specialist purposes: Note them down and compare with other subject areas -- Dealing with the challenges of complex language -- Deconstruction, paraphrasing and glossing a meaning -- Apply these strategies systematically to engaging with challenging texts -- Subject English: A poem -- Subject Geography: A discussion report -- Teaching resources -- High challenge/high support framework for EAL learners' engagement with new knowledge -- Answer to the title puzzle -- Word stress rules in English -- Communication purpose and sample linking words in text -- Questions to ask yourself FREQUENTLY about words -- 5.What Are the Key Principles for Adapting Pedagogical Tasks and Tests to Suit the EAL Learner? -- Starting points: Opportunities for participation -- Setting up a Science topic for small group discussion -- |
| Contents note continued: Planning: Identifying the communication goal -- Setting up: Preparing for the small group discussion -- Support for comprehension of the topic -- Setting up the group discussion task -- Opportunities and challenges in the group discussion -- Planning, setting up and supporting a group task in subject English -- Planning, setting up and supporting an individual test in Climate Science -- Supporting the synthesis of ideas for cause and effect -- Planned opportunities for oral rehearsal of ideas -- Support understanding of the purpose of a test -- Apply a check list for a planning, setting up and supporting a test to other subject areas -- Drawing together principles for language aware task design -- Work on the communication purpose -- Model the structure and language features of a task or test -- Plan for engagement in a language aware way -- Be aware of the challenges and opportunities for participation in a task -- Teaching resources -- |
| Contents note continued: 6.What Constitutes `Useful Feedback' to Support EAL Learner Subject Literacy Development? -- Starting points: The supportive role of feedback -- What does emerging subject literacy look like? -- How do learners manage the complexities of language to support the vocabulary of subject literacies in a test? -- Input for the End of Unit test -- Learning outcomes and success criteria: What does the teacher expect in the answer? -- What feedback on this test can we offer that is relevant to other subject areas? -- How do learners use subject-specific and general academic words to explain abstract concepts in an essay? -- Input for History essay -- The essay `The five steps leading to World War 2' -- What feedback on the essay can we offer that is relevant to other subject areas? -- Drawing together features of useful feedback to support EAL learners -- Teaching resources -- The language aware feedback portfolio -- |
| Contents note continued: Feedback codes for writing guidance (Make a parallel one for calculations?) -- The English tenses timeline chart -- 7.How Can I Monitor Emerging Subject Literacy and Plan Progression? -- Starting points: Situating the EAL learner in the trajectory towards Upper Secondary-level study -- Monitoring a newcomer to your class (PiE levels A--E) -- Monitoring learners working at low level (PiE B): Wu, Sophia and Jamila -- What are the areas to work on to reach level C? -- Monitoring learners working at mid-level (PiE C) Alena and Yusra -- What are the areas to work on to reach level D? -- Monitoring learners working at upper level (PiE D) Yurek -- What are the areas to work on to reach level E? -- Monitoring and supporting learners working at high level (PiE E) Sabih -- Supporting areas of challenge for the high-level learner: Comparison and interpretation -- Four steps in planning progression -- Teaching resources for further study of language. |
| Subject |
English language -- Study and teaching (Secondary) -- Foreign speakers |
| Multicultural education |
| Multicultural education |
| English language -- Study and teaching (Secondary) -- Great Britain -- Foreign speakers |
| Second language acquisition -- Study and teaching (Secondary) |
| Geographic Name |
Great Britain |
| Added Name |
Zacharias, Sally, (author). |
| Crichton, Hazel, (author). |
