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Pivotal moment - EAL - Coggle Diagram
Pivotal moment - EAL
Ways of promoting inclusion for EAL children
Provide additional contextual support to help understanding such as visual aids (diagrams/charts/timelines).
Use modelling techniques to lessen the demand of the task
Make use of drama in the lessons as the EAL child could still actively participate without having to be fluent in the language
Collaborative learning opportunities with peers
Provide bilingual resources such as flashcards so the child can see the English word next to the word in his own language
https://www.bell-foundation.org.uk/eal-programme/guidance/effective-teaching-of-eal-learners/#:~:text=Effective%20Teaching%20of%20EAL%20Learners.%201%20Make%20the,exploratory%20talk%20%28see%20Collaborative%20Activities%20%29%20More%20items
Factors which hinder inclusion
Lack of funding to provide specialist support
Teachers own inexperience
Teachers are only given basic training on the ways of teaching EAL children
Lack of training and development opportunities
Lack of confidence - teachers report feelings of being de-skilled as they apply a context specific pedagogy to a multilingual classroom
Increasing pressures to meet the needs of EAL learners can cause conflict between ideal teacher identity and actual identity as they may not be as inclusive as they want to be
http://www.ceres.education.ed.ac.uk/wp-content/uploads/ITE-Report.pdf
National curriculum is inclusive and tells teachers they need to adapt to the needs of EAL children but it doesn't tell you how this is done
Teachers are not sufficiently prepared
EAL children are often viewed as a problem in the classroom rather than a positive.
Learning
Child unable to write letters/numbers he would just draw scribbles when asked to do any work
Couldn't participate during interactive group work due to lack of understanding
He never completed any work/tasks
Failed to understand exactly what to do during all lessons as he could not understand the language
Lack of inclusive practice
Lack of support staff who have experience with EAL children.
Child was always on a table where the least experienced member of staff was placed
No additional learning aids provided to enable him to understand, such as visual aids or translation of tasks into his own language
Theoretical workshop links
Neoliberalism - Teachers have the pressure of obtaining the best results in summative assessments which may cause them to focus on getting the best results from the majority and lose focus on EAL children
Reflexivity - The I - How is this child ever going to understand any of the topics covered when he can't speak English
The ME - I need to provide more inclusive teaching strategies to provide the best learning opportunities for EAL children
Performativity -