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EAL focus in the classroom - Coggle Diagram
EAL focus in the classroom
Dialogic teaching? - inclusion
Language intrinsic to learning
Social english vs academic english
Metaphor article Hessel and Murphy 2019
VOCABULARY IS KEY
importance of maintaining first language
NOT using as a transitional language to English.
Refugee children
Vygotsky - constructivist approach to learning, collaboration and zone of proximal development
Performativity
Performing policy.
"Everybody is just fumbling along" Murakami , 2008
Non- verbal tasks by pass some more complex lang demands. Focus is on classroom process (performance) (Creese and Leung, 2005)
English as a subject area and English as a culture (performed?). (Barwell, 2015; Butler)
Neoliberalism
National Curriculum - does everyone have linguistic and cultural access to this?
"Learning is increasingly governed by discourses of human capital and efficiency"School as a community vs school community (Hall and Pulsford, 2019)
Power - if we are seen to be addressing policy this is enough
Focus for some langs MFL less for others
Increasing requirements for in depth reading comprehension - VOCAB
Policy meaning is filtered through institutional and individual experiences, values and perceptions (Creese and Leung, 2005)
Implications for practice
Bottom up approach
Seeing EAL as a subject matter, not just humanistic in approach but there is content to be learned.
Parents-child-community-school
Inclusion/equality
Expect a lot from EAL children = pressure OR have low expectations = negative impact on their potential to learn. Does it have to be one or the other?
How do we define?
Experiences?
Competency
Multilingualism/plurilingualism
Fluency
Cummins (1984) Common underlying proficiency model.
Bourdieu 1977
valued linguistic capital plays a crucial role for power and dominance structures in society/education
Sapir-Whorf
Language and thought paradox. Linguistic relativity