New Great Ideas video: Drama and Role Play

Drama and role play are effective classroom strategies that can be used with any age group, in any subject and with EAL learners at any stage of English language proficiency.

The newly published Great Ideas video ‘Drama and Role Play’ looks at the different ways of using drama and role play, why they are a Great Idea for EAL learners and offers examples that can be implemented in the classroom!

To learn more, click HERE

New guidance from the Bell Foundation: Welcoming Refugee and Asylum Seeking Learners

The Foundation has just published a new guidance page with a downloadable document about welcoming refugee and asylum seeking learners. It contains useful guidance for schools welcoming newly arrived learners who speak English as an Additional Language, as well as links to a variety of relevant teaching strategies and resources.

Click here to view the guidance page and download the leaflet

Inviting schools in the Leeds area for EAL project

Do you work in a primary school in the Leeds area with at least 30% of EAL pupils? If yes, we invite you to take part in the Q-BEx project, which is developing an easy-to-use tool for schools to use as part of their assessment of needs for EAL children. The tool consists in an online questionnaire (for parents to fill in) and automatic report generator, which can be used to draw a language profile of individual EAL children.

The project is now at the validation stage: we need to collect data from many monolingual and bilingual children between the ages of 5 and 9 to inform the calculations for the automatic report generator. If their parents consent to their participation in the study, the children will be invited to take part in two 45-minute sessions in which a trained researcher will test their abilities in English, memory, and reasoning. This will take the form of playful activities using a laptop. The parents will be asked to fill in an online questionnaire about their child’s language experience.

The sessions will need to be conducted in schools, at some point between November 2021 and February 2022 (at the school’s convenience). Each child will receive a certificate of participation and the school will receive a £5 book voucher for each child participating. If your school is interested in participating, please write to us at qbex@leeds.ac.uk

International Database of Education Systematic Reviews

Last year, researchers within the Department of Education at the University of Oxford launched the International Database of Education Systematic Reviews (IDESR). The IDESR is the first dedicated space to publish systematic review protocols in education, whilst also providing a clearinghouse for registering and publishing protocols of planned and ongoing education systematic reviews.

This free, electronic resource, with a section focussing on Second Language Education, hopes to improve the rigour, relevance and accessibility of research synthesis in education and will be immensely useful for researchers, teachers and policy makers alike who now have a “one-stop-shop” for systematic reviews in this field!

To read more about this wonderful resource, visit IDESR.org.

You can also follow updates about the project at IDESRblog.wordpress.com and by following IDESR on Twitter @IDESR_org.

Less than a week until the start of the ‘Being Multilingual’ event series!

The Centre for Literacy and Multilingualism (CeLM) is holding a series of online events to explore what it means to be a multilingual speaker today. Join to find out what research has got to say about exciting new developments in the fields of language and literacy, education, health, neuroscience, and migration: https://bit.ly/2ThYjTO

The events are free to attend and will be held online, but you will need to pre-register here: https://bit.ly/2QWlLoS

All events will be 6-7pm British Summer Time.

Allocation of exam grades – information for parents and learners

In response to the Department for Education announcement that GCSE exams will be replaced with teacher assessment for the second year running, The Bell Foundation has created four guides, one each for learners, parents/carers, senior leaders and teachers.  The parent/carer and learner guides have now been translated into 17 of the most commonly spoken languages in the classroom. Teachers are encouraged to share the guides with parents and learners by email, by post, or face-to-face.

The other two guides, one for senior leaders and one for teachers, offer advice and suggestions on how to ensure the best outcomes for learners using EAL within teacher assessments. The impact of school closures on learners is likely to be considerable as many will have experienced some degree of learning loss during this time. For pupils using EAL this may also include potential language loss and be particularly significant for late arrivals to the UK school system and those who are new to English.

Resources linked below:

Guidance: Papers for senior leaders, teachers, learners and parents
Webinar Recording: Assessment arrangements for 2021: implications for learners using EAL
Webinar Recording: Teacher assessment in 2021: meeting the needs of learners who use EAL
Article: Teacher assessments 2021: Ensuring equity for EAL learners

EAL in the Early Career Framework

In the latest best practice article from The Bell Foundation, Silvana Richardson, Strategic Education Advisor for the Foundation, examines EAL in the new Early Career Framework. From September, it will become a statutory requirement for all schools to offer, and for all early career teachers (ECTs) to undertake, a two-year professional development support and training programme based on the Early Career Framework. The focus is on quality learning for all which means there is no mention of EAL within the framework.

The below articles, therefore, provide practical advice for schools on how to identify opportunities to apply an “EAL lens” as ECF sessions are planned and how to select, adapt and create materials based on the generic content.
Read the article in Headteacher Update (primary)
Read the article in SecEd (secondary)

Sharon Unsworth’s podcast: New episode about trilingualism!

Repost from Sharon Unsworth:

Many children around the world are growing up with not one, not two, but three languages (and sometimes more). In this episode of Kletsheads, we talk to Simona Montanari (California State University, Los Angeles) about what you can realistically expect from a trilingual child, and how best you can support their multilingual language development. There’s a bit of an Italian flavour to this episode because in Let’s Klets, we talk to an Italian-speaking mum living in London about how the lockdown has changed her daughter’s bilingualism, for the better. And our two trilingual Kletsheads of the week teach me some Czech and tell me why think it’s important to speak more than one language. Enjoy!

#bilingualism #multilingualism #multilingual #languagelearning #kletsheads #podcast #sciencecommunication #languagedevelopment #parentingtips #lockdownstories

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