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Teaching and Learning |
Working with EAL specialists and other support staff>Student teachers and specialist staff >EAL specialists and support staff >Models of teaching support for bilingual pupils >The status of specialist staff >Bilingual and EAL specialist teaching assistants >Support roles within different working contexts QTS Standards
EAL teaching and learning in UK schools takes place within the context of the mainstream curriculum and often involves collaboration between a number of adults at a school and classroom level. In addition to understanding how linguistic influences affect children's learning (Q18) and how to how to make provision for EAL learners (Q19) in order to meet the Professional Standards for the award of Qualified Teacher Status (TDA 2007) all student teachers will also need to: 'demonstrate a commitment to collaboration and co-operative working' (Q6); 'Know and understand the roles of colleagues with specific responsibilities' (Q20); and 'ensure, that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil' (Q33). Although student teachers' exposure to EAL specialist teachers and support staff will vary according to their school placements, during their initial teacher education all student teachers will need to gain an understanding of effective work and collaboration with such staff. They will benefit from an understanding of the varied roles and responsibilities of these staff in relation to the learning of pupils for whom English is an additional language. In this section, teacher educators can find information on ways that student teachers can begin to develop effective working practices with such staff to support the learning of these pupils.. Many schools make additional provision for EAL learners. In some schools, the Ethnic Minority Achievement (EMA) grant will finance additional specialist teachers and support staff including EAL and EMA teachers and co-ordinators, Bilingual Teaching Assistants (BTAs), EAL teaching assistants, Higher Level Teaching Assistants (HLTAs), community language teachers and instructors, nursery nurses as well as other staff who address the specific needs of pupils learning English as an additional language. This diversity of titles, roles and responsibilities in relation to additional support for EAL learners has the potential to confuse student teachers on teaching placements. Specialist staffing is largely limited to schools with significant numbers of bilingual or ethnic minority learners. Recent government initiatives have focussed on raising the achievement of ethnic minority pupils and developing mainstream expertise in providing for the needs of EAL learners. School census data suggests that this, together with workforce remodelling, has resulted in a fall in the number of EAL specialist teachers but a rise in the number of other staff who have a role in this. For example, the number of teaching assistants employed in relation to minority ethnic learners has more than doubled since 1997. In mainly monolingual areas, specialist consultants, teachers and support staff are likely to be employed largey by the local authority (LA) and may undertake advisory visits, short term placements or peripatetic support in schools. An understanding of these many roles as well as effective collaboration in the classroom, will support student teachers in meeting the relevant professional standards. Section Editor and author Hugh South Last updated 24th February 2008 Contributing Authors Nicola Davies Judy Rankine Amy Thompson
Key ReadingsExtract from OFSTED Inspecting Subjects 3 - 11: English as an Additional Language OFSTED 2001 Extract from OFSTED Inspecting Subjects 11 - 16: English as an Additional Language OFSTED 2001 Extract from National Occupational Standards for Teaching Assistants An extract from the standards concerned with teaching assistants who provide support for bilingual pupils The EAL teacher: descriptors of good practice An extract from this NALDIC publication which begins to define the common core of knowledge, skills and understanding of EAL teachers Summary - Partnership Teaching A summary of Bourne and McPake's 1991 work on Partnership Teaching: The role of the bilingual teaching assistant A Hertfordshire checklist stressing the importance of maintaining and developing children's first language : A checklist designed to help EAL and subject/mainstream teachers to reach an agreement on a collaborative model of work Checklist of inclusive practice Extract from DfES (2002) Supporting pupils learning English as an additional language Module 6 Use of First language in the literacy hour Downloadable module from DfES (2002) Supporting pupils learning English as an additional language concerning first language use in the literacy hour EAL WebsitesA number of EAL service websites have guidance on effective local practice including: A-Z listing of links to local authority EAL services and sites
Examples and VignettesNALDIC EAL Classroom Vignettes provide classroom examples of working with EAL specialists The Literacy Hour in a Year One Classroom Science (Plants and Animal Cells) KS3 Geography (Cities Module) KS3 History (The First World War ) KS3 Science (Acids and Alkalis) KS3 Religious Education (Abortion and Euthanasia) KS4 A poetry lesson in a Year 4 classroom Floating and sinking
References and Further ReadingBarwell, R (2004) Teaching learners of English as an additional language: A review of official guidance. Watford : NALDIC Bourne, J. (1989) Moving into the Mainstream: LEA Provision for Bilingual Pupils. Windsor : NFER-Nelson Bourne, J. (1997) 'The Continuing Revolution: teaching as learning in the Mainstream Multilingual Classroom' in Leung, C. and Cable, C (Eds.) English as an Additional Language: Changing Perspectives. Watford : NALDIC Bourne, J. and McPake J. (1991) Partnership Teaching: Co-operative Teaching Strategies for Language Support in Multilingual Classrooms. London : HMSO Bourne, J. (2001) 'Doing "what comes naturally": how the discourses and routines of teachers' practice constrain opportunities for bilingual support in UK primary schools' in Language and Education Vol 15: 4, 2001. Cable, C (2004) ‘"I’m going to bring my sense of identity to this": the role and contribution of bilingual teaching assistants' in Westminster Studies in Education, 27(2), 207-222 October 2004 Cameron, L. (2003). Writing in English as an additional language at Key Stage 4 and post-16. London : OFSTED Creese, A. (2001) 'Teachers talking: communication in professional partnerships' in Jones, C. and Wallace, C. (Eds.) Making EMAG Work. Stoke on Trent : Trentham Books Creese, A (2005) Teacher Collaboration and Talk in Multilingual Classrooms Clevedon: Multilingual Matters DfEE (2000) The National Literacy Strategy: Supporting Pupils Learning English as an Additional Language. Reading : The National Centre for Literacy and Numeracy DfEE (2000) The National Numeracy Strategy: Supporting Pupils with English as an Additional Language. Reading : The National Centre for Literacy and Numeracy DfES (2002) Supporting pupils learning English as an additional language: (Revised edition). London : DfES Retrieved on 23rd September, 2005 from: http://www.standards.dfes.gov.uk/primary/publications/literacy/63381/ [Reference DfES0239/2002] DfES (2002) English As An Additional Language: Induction Training For Teaching Assistants. London : DfES DfES (2002) Unlocking Potential: Raising Ethnic Minority Achievement at KS3 Nottingham : DfES. Retrieved on 23rd September, 2005 from: http://www.standards.dfes.gov.uk/keystage3/downloads/em_unlockingpotential.pdf DfES (2004) Aiming High: Supporting Effective use of EMAG. Nottingham : DfES DfES (2006) Excellence and Enjoyment:Learning and teaching for bilingual children in the primary years (Ref: DfES0013-2006PCK-EN) Retrieved on 14th February 2008 from http://www.standards.dfes.gov.uk/primary/publications/inclusion/bi_children/ Franson, C. et al., (2002) The EAL Teacher: Descriptors of Good Practice . Watford : NALDIC. Martin-Jones, M. and Saxena, M. (2003) 'Bilingual Resources and ‘Funds of Knowledge' for Teaching and Learning in Multi-ethnic Classrooms in Britain' in Creese, A. and Martin, P. (Eds.) Multilingual Classroom Ecologies . Clevedon: Multilingual Matters NALDIC (1998) Working Paper 3: Guidelines on Bilingualism. Watford : NALDIC OfSTED (2001) Inspecting Subjects 3 - 11: English as an Additional Language. London : OfSTED OfSTED (2001) Inspecting Subjects 11 - 18 : English as an Additional Language . London : OfSTED OfSTED (2001) Managing Support of the Attainment of Pupils from Minority Ethnic Groups London : OfSTED OFSTED (2004) Managing the Ethnic Minority Achievement Grant Good Practice in Primary schools. London : OFSTED. Retrieved 23rd September, 2005 from: http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3604 OFSTED (2004) Managing the Ethnic Minority Achievement Grant Good Practice in Secondary schools. London : OFSTED. Retrieved 23rd September, 2005 from: http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3603 South (1999) Working Paper 5: The Distinctiveness of EAL: A cross curriculum discipline. Watford : NALDIC Training and Development Agency for Schools (2007) Professional Standards for Teachers Qualified Teacher Status London. Retrieved 29th July, 2007, from http://www.tda.gov.uk/upload/resources/pdf/s/standards_qts.pdf Training and Development Agency for Schools (2007) Guidance to accompany the Standards for Qualified Teacher Status (QTS) London Retrieved 29th July, 2007, from http://www.tda.gov.uk/upload/resources/doc/q/qts_standards_guidance_2007.doc
Thompson, A. (undated) 'Initial Teacher Training and Professional Development for Bilingual Classroom Assistants' in Scott, S. and Gibbon, P. (Eds.) (1999) Sharing Practice in Intercultural Education. No. 1: The Professional Development Of Teachers. London : Intercultural Education Partnership.
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