EAL Programmes in the Elementary School at NIST

Early Years Year 1

Kyla Kopperud 13 September 2011

ESL to EAL

ESL = English as a Second Language EAL = English as an Additional Language

EAL Specialists
Year 1 Ms Cristina Landazabal clandazabal@nist.ac.th

Coordinator Ms Kyla Kopperud kkopperud@nist.ac.th

Todays Session

Language acquisition

Factors affecting additional language learning

EAL Programme at NIST

How can you help as parents

Questions

Ice Breaker
Turn to the person sitting beside you and discuss:

How many languages they speak? How they learnt these languages? Whether or not they consider themselves a
bilingual

Additional Language Acquisition

based on research of: Krashen, Cummins, Chamot & OMalley, Thomas & Collier

Mother Tongue/ First Language

Mother Tongue/ First Language

500 words

500 words

Mother Tongue/ First Language

500 words

500 words

2000 words Mother Tongue/ First Language

500 words

500 words

3000 words

2000 words Mother Tongue/ First Language

500 words

Advanced Language Proficiency 500 words 3000 words 500 words

2000 words Mother Tongue/ First Language

Advanced Language Proficiency 500 words 3000 words 500 words

2000 words Mother Tongue/ First Language

Questions for Reflection

What type of foundation are you providing?
How can you strengthen your childs foundation? Are you helping your child to build a hut or a house?

BICS and CALP

Basic Interpersonal Communicative Skills
Playground or Social English

Cognitive Academic Language Proficiency

Academic English

1 - 2 years to acquire
Socially successful

5-7 years acquire

Academically successful

Levels of Language Proficiency

Learning Different Levels of Language "Cognitive - Academic Language Learning"

Level of Language Proficiency

12 10 8 6 4 2 0

theoretically expected learning curve Basic Interpersonal Communication Skills Cognitive/Academic Language Proficiency

gi af n te r o n er ne ye ar af te rt hr ee ye ar s af te rf iv e ye ar af s te rs ev en ye ar s
Number of Years of Language Learning

pu

re

be

Factors affecting language learning

Level of mother-tongue proficiency Family support Motivation Personality and learning style Access to native speakers Similarity of home language to English

How long will it take?

Cannot be put on a schedule or timetable
Rate differs Pressure produces adverse results

Goals of the EAL Programme

Short-term: to help English language learners become successful both socially and academically in an English speaking environment
Long-term: the successful development of bilingualism

The EAL Programme at NIST

1 EAL teacher per Year level teaching team Joint responsibility for language learning Academic context of the classroom

The EAL Programme at NIST

In-Class Support Co-Teaching:

Language support
Small group instruction Large group instruction Modifying and scaffolding activities

The ESL Programme at NIST

In-Class Support Co-Teaching: Language support Withdrawal Explicit Language Instruction

Phonics
Vocabulary Reading strategies Grammar, spelling Pronunciation

Small group instruction

Large group instruction

Modifying and scaffolding activities

Placement and Movement

Placement
Admissions Movement and Exit

Standardized assessment
Feedback from teacher; portfolio

6 week observation and assessment period

Language learning continuum target set and communicated during 3 way conference

Screen clipping taken: 11/09/2011 11:57

Home support How to help?

Use your mother-tongue and insist that your
child uses it at home

Read in English and discuss the story in your

mother-tongue

Encourage your child to get involved in afterschool activities

Dont pressure your child to speak English

Further Information for Parents

http://blogs.nist.ac.th/eal/category/news/