Workshop Information for SATEAL Conference 2009
There will be a choice of workshops from 1.45 – 2.45 and you will sign up for your choice of workshop at Registration on the day of the conference (Saturday 21st March 2009)
Pauline is the ESOL Co-ordinator for all English Language programmes at Elmwood College, Fife. She develops and delivers all classes including Family English, Community Classes, general English, Communication Classes and SQA exams for both Community residents and in-house International students.
Family Learning, Elmwood College
Blurb: A Partnership between Elmwood College, Fife Council and St. Columba's Primary School was formed in November 2007 to tackle the growing problem that children and parents, whose first language is not English, were needing support to help them integrate into school and the local community. It was seen and that their English language skills were a major barrier. The Primary School staff were keen to engage with the parents as partners in the children's learning and helping parents and children to learn English together, based within the school, was seen as an effective way of tackling these issues. The Family Learning Project has been a huge success and is a model currently being employed by other areas in Scotland.
Yvonne has worked in international schools in Taiwan for 14 years as a Director of Studies for ESL. She is now a lecturer at Edinburgh University on the MEd TESOL programme and is currently working towards a PhD about uncovering teachers' beliefs about the reading literacy needs of EAL pupils.
Uncovering Teachers’ Beliefs about meeting the reading literacy needs of EAL pupils.
Abstract
Mainstream classrooms have a growing number of EAL (English as an Additional Language) learners due to the UK’s growing immigrant population. These learners cannot be described as one homogeneous group, but as a diverse population of learners who come from a variety of linguistic and social backgrounds. Leung (2001:178) asks whether pedagogic approaches used in mainstream contexts are based on a knowledge of the reading literacy needs that EAL learners have. He also considers whether a task-based approach would ensure a focus on both language and content (2001:186).
This paper will focus on a small part of a longer investigation currently taking place within mainstream and EAL teaching contexts; it will look at research questions posed in relation to the central issues: ‘What reading literacy needs do EAL and mainstream teachers believe EAL pupils have when they face the reading demands in mainstream classrooms?’ and ‘What approaches and methods do EAL and mainstream teachers use to meet the reading literacy needs of EAL pupils in mainstream classes?’ The research method for the study involves interviews with teachers about the types of reading literacy needs they believe EAL pupils to have, and how they believe they meet these needs in classroom practice. Furthermore, data from classroom observations of these teachers will highlight ways in which they meet these reading literacy needs in actual classroom practice. In addition, this paper will show to what extent teachers’ beliefs correspond with pedagogic practice.
Discussion following the presentation of this paper will be centred on the issues that have emerged from the data, and on the recommendations this study suggests to use an adapted task-based approach for the development of reading literacy in schools.
Lynda is an EAL teacher in the Scottish Borders.
DELIVERING HIGHER AND INTERMEDIATE 2 ESOL TO ISOLATED BILINGUAL LEARNERS
For those of us working in remote rural areas the new SQA ESOL qualifications offer a welcome opportunity for our pupils to access Higher Education. However, for many, the huge increase in pupil numbers has meant that we have less time to spend with individual pupils. In this workshop I will outline a method of course delivery that I have used in the Borders, but I also hope that it will give an opportunity to share methods of delivery/resources etc. that have been found to be helpful.
So please bring along anything that you have found useful, and be willing to share your experiences with others!
Enquire – The Scottish Advice Centre for Additional Support for Learning.(www.enquire.org.uk)
Bilingual pupils are now included in the Additional Support for Learning Act and so this is an opportunity for discussions with Gavin as to how this national organisation can support bilingual pupils and their families.