Supporting Developing Bilingual Learners with other Additional Support Needs

Keynote speaker: Tony Cline – Responding to the language needs and learning needs of students learning EAL who experience difficulties in the classroom.

Tony Cline is Co-Director of Professional Doctorate in Educational Psychology, University College London and Visiting Professor of Educational Psychology at the University of Bedfordshire

Tony initially worked in inner city and suburban areas around London as a teacher in primary and secondary schools and as an educational psychologist and educational psychology tutor. He then spent eight years as Principal Educational Psychologist for the Inner London Education Authority. Subsequently he moved into higher education, where he has led professional training in Educational Psychology at University College London and headed the Department of Psychology and the Centre for Education Studies at the University of Luton (and its successor, the University of Bedfordshire) before returning to UCL to take up his present post in September 2004. His 100+ publications have covered a wide range of subjects, including psychological assessment, dyslexia, the education of bilingual children and selective mutism, including the textbook, Special Educational Needs, Inclusion and Diversity. He chaired the Editorial Board of the National Association of Special Educational Needs for six years. His external training and consultancy work has taken him to over 50 local education authorities and professional associations in the last fifteen years.

 Multidisciplinary workshops

1-Understanding selective mutism and how it affects developing bilingual learners. Tessa Humby (City of Edinburgh ASL Service) Lorraine O’Sullivan (City of Edinburgh Psychological Services).

This workshop will centre around 3 main points:

• What is selective mutism?
• Understanding the prevalence of selective mutism amongst developing bilingual learners
• Key messages and strategies for practitioners working with developing bilingual learners and their families

2-Supporting developing bilingual learners who have dyslexia or literacy learning difficulties. Tony Cline, University College London and University of Bedfordshire.

During this interactive workshop we will look at the needs of EAL learners who have underlying dyslexia or literacy learning difficulties. It will begin with a discussion auditing the skills and knowledge associated with reading. Which of these skills and areas of knowledge present particular challenges for a child who is learning EAL and reading in English? What teaching strategies might be relevant when teaching pupils with EAL who show learning difficulties in literacy?

3-Supporting developing bilingual learners on the autism spectrum: sharing practice. Judith Scott, Autism Spectrum Information & Support Team, Fife Council.

This workshop will consider case studies and provide an opportunity for sharing experience and practice.

4-Nurturing Principles – Glasgow EAL Service.

There are many issues that impact on the lives of EAL learners, such as trauma, separation, cultural differences and of course language.  These can impact on their health and wellbeing.  We will talk about how we use the nurturing principles to help us support the health and wellbeing needs of EAL children.  We will offer a range of strategies including how we link with other agencies and practical materials that we have developed to support schools and families.