{"id":298,"date":"2018-07-04T10:46:13","date_gmt":"2018-07-04T10:46:13","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/?page_id=298"},"modified":"2020-07-01T14:59:53","modified_gmt":"2020-07-01T14:59:53","slug":"strategies-secondary","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/strategies-secondary\/","title":{"rendered":"Strategies – Secondary"},"content":{"rendered":"
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Edinburgh EAL strategies booklet:\u00a0 Please click here<\/a><\/h2>\n

Helpful Hints for Settling in a Bilingual Pupil at Secondary Schools<\/strong><\/h2>\n
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  • Create an Inclusive and Welcoming Environment<\/li>\n
  • Check that you know how to pronounce your pupil\u2019s name before introducing him\/her to the class and can spell it correctly.<\/li>\n
  • Make sure that the rest of the class know a bilingual pupil is arriving and can pronounce his\/her name and know where they come from.<\/li>\n
  • Try to find out about his\/her cultural background.<\/li>\n
  • Relate the pupil\u2019s background to the curriculum and enable the pupil to draw on his\/her own experience.\u00a0 Do not assume prior knowledge.<\/li>\n
  • Ensure the new pupil relates to the environment by displaying labels and signs in the home languages in the classroom and around the school.\u00a0 (Mantra)<\/li>\n
  • Reflect diversity in visual displays and materials used across the school.<\/li>\n
  • Give the pupil time to settle in \u2013 a silent or receptive period is quite normal.\u00a0 This can last weeks or even months but the pupil is absorbing English all the time.<\/li>\n<\/ul>\n

    \u00a0 Pairing and Mentoring<\/h3>\n
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    • Set up a buddy system as soon as the pupil arrives where possible with a same language speaker.<\/li>\n
    • Use friendly and out-going pupils who can act as guides.<\/li>\n
    • Give a good model of English at all times.<\/li>\n
    • If there is another pupil with the same first language in another class make arrangements for them to meet at appropriate times.<\/li>\n<\/ul>\n

      \u00a0Practical Activities<\/h3>\n

      Create opportunities for the pupil to become practically involved in the classroom, using a partner first eg:\u00a0 \u00a0<\/p>\n

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      • \u00a0Distributing equipment<\/li>\n
      • Collecting exercise books<\/li>\n
      • Finding out where things are kept<\/li>\n
      • Getting to know the layout of the classroom and then the school<\/li>\n
      • Knowing where the nearest toilet is<\/li>\n
      • Understanding what to do at breaks and lunchtime<\/li>\n
      • Getting to know the layout of the classroom and then the school<\/li>\n
      • Knowing where the nearest toilet is<\/li>\n
      • Understanding what to do at breaks and lunchtime<\/li>\n<\/ul>\n

        Use of First Language<\/h3>\n
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        • Encourage regular transfer between first language and English and show that the pupil\u2019s first language is valued, fostering self-respect and motivation by:<\/li>\n
        • Learning a few simple phrases, numbers, colours<\/li>\n
        • Providing opportunities for pupils to work in same language pairs\/groups<\/li>\n
        • Making bilingual books\/summary sheets<\/li>\n<\/ul>\n

          If pupils are literate in their first language, by encouraging them to continue reading and writing in it too<\/p>\n

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          • Allow pupils to :<\/li>\n
          • Listen to bilingual taped stories<\/li>\n
          • Use home language in dramas and role play<\/li>\n
          • Ask parents and other adults to offer bilingual support<\/li>\n<\/ul>\n

            Language Awareness<\/h3>\n

            Foster awareness and knowledge of language in your class by:<\/p>\n

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            • Gaining a simple understanding or the pupil\u2019s first language; simple phrases, basic script form and syntactical differences<\/li>\n
            • Teaching pupils about the varieties of language within and between countries<\/li>\n
            • Studying the difference between written and spoken English and different registers, codes and dialects of spoken English<\/li>\n
            • Knowing appropriate use of English in different situations<\/li>\n<\/ul>\n

              Parental Involvement<\/h3>\n

              Develop parents\u2019 ability to reinforce the school\u2019s work from home and create and open dialogue for the school to become better informed about the pupil\u2019s development by:<\/p>\n

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              • Using an interpreter or bilingual language assistant at meetings. Especially the initial meeting<\/li>\n
              • Advising parents how to support their child\u2019s language development bilingually, for example sharing picture books in first language.<\/li>\n
              • Giving clear guidance about the Scottish Education system and the curriculum<\/li>\n
              • Ensuring all correspondence with parents is in a format they can use.<\/li>\n<\/ul>\n

                Teacher Talk<\/h3>\n
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                • Limit teacher talk<\/li>\n
                • One instruction at a time<\/li>\n
                • Repetition of instructions<\/li>\n
                • Rephrasing\u00a0 \u00a0\u00a0<\/li>\n<\/ul>\n

                  Key Words<\/strong><\/h3>\n
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                  • Give short vocabulary lists or key words for each unit of work.<\/li>\n
                  • Illustrate key words with simple pictures.<\/li>\n
                  • Pre-teach key words before a unit and\/or lesson.<\/li>\n
                  • Create a glossary book for the pupil to record new words<\/li>\n
                  • If the pupil is literate in the first language key words should be recorded in the first language, with definition in the first language.<\/li>\n
                  • Limit written materials at first.<\/li>\n<\/ul>\n

                    \u00a0<\/strong><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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                    \n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n
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                    \n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

                    Edinburgh EAL strategies booklet:\u00a0 Please click here Helpful Hints for Settling in a Bilingual Pupil at Secondary Schools Create an Inclusive and Welcoming Environment Check that you know how to pronounce your pupil\u2019s name before introducing him\/her to the class and can spell it correctly. Make sure that the rest of the class know a …<\/p>\n","protected":false},"author":20455,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-298","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/pages\/298","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/users\/20455"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/comments?post=298"}],"version-history":[{"count":6,"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/pages\/298\/revisions"}],"predecessor-version":[{"id":732,"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/pages\/298\/revisions\/732"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/as\/ealaberdeenshire\/wp-json\/wp\/v2\/media?parent=298"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}