Over the last few years there has been either a significant reduction, or in some cases a cut in Local Authority services providing specialist consultancy support for teachers to address the needs of pupil’s for whom English as an additional language (EAL), even though many EAL pupils at Key Stage 2 continue to underperform, especially in regions outside of London. Some schools may have specialist EAL teachers employed who have the expertise to support teachers to raise the attainment of these pupils but more often than not it is often left to class teachers, who may or may not have relevant training and specialist skills to address the needs of advanced EAL learners.
Many teachers may not be aware of the research and resources that can support teachers in improving the writing skills of advanced EAL learners. The research on ‘Writing in English as an additional language at KS 2’, undertaken by Professor Cameron and Dr Besser at the University of Leeds on behalf of the DCSF is very useful. This was shortly followed by Ofsted’s ‘Could they do even better’ which identified the need for teachers to be aware of the specific linguistic needs of advanced bilingual learners, along with detailed case studies to illustrate the difference that effective intervention, addressing specific linguistic features, can make to the development of the writing skills of advanced bilingual learners. A few years later PNS developed materials entitled ‘Teaching units to support guided writing in English as an additional language’, for teachers and teaching assistants to support the development of writing of advanced EAL learners. Although these publications may now seem dated, they are in fact still very relevant and pertinent. They are recommended for use by teachers who wish to find out more about the specific issues their advanced EAL learners face in writing in KS2, and how they can support their pupils to do better in their KS 2 writing SATS papers.
Professor Lynne Cameron and Dr Sharon Besser analysed Key Stage 2 SATS writing papers in 2003 to see if there were any significant differences in the writing of Year 6 pupils for whom English was an additional language (EAL), with a specific focus on advanced learners and those for whom it was their mother tongue (EMT). They compared 264 scripts by focusing on text, sentence and word level. The 2003 scripts had two tasks - one story and a radio advertisement. The story writing task consisted of a set of pictures leading to a problem for the main characters, which pupils had to resolve and conclude. The shorter task was to write an advertisement for local radio to persuade listeners to buy a new toy.
Their analysis of the scripts are summarised below in tables from their publication (pages 11-14), with significant differences highlighted by the dark boxes.
Many teachers may not be aware of the research and resources that can support teachers in improving the writing skills of advanced EAL learners. The research on ‘Writing in English as an additional language at KS 2’, undertaken by Professor Cameron and Dr Besser at the University of Leeds on behalf of the DCSF is very useful. This was shortly followed by Ofsted’s ‘Could they do even better’ which identified the need for teachers to be aware of the specific linguistic needs of advanced bilingual learners, along with detailed case studies to illustrate the difference that effective intervention, addressing specific linguistic features, can make to the development of the writing skills of advanced bilingual learners. A few years later PNS developed materials entitled ‘Teaching units to support guided writing in English as an additional language’, for teachers and teaching assistants to support the development of writing of advanced EAL learners. Although these publications may now seem dated, they are in fact still very relevant and pertinent. They are recommended for use by teachers who wish to find out more about the specific issues their advanced EAL learners face in writing in KS2, and how they can support their pupils to do better in their KS 2 writing SATS papers.
Professor Lynne Cameron and Dr Sharon Besser analysed Key Stage 2 SATS writing papers in 2003 to see if there were any significant differences in the writing of Year 6 pupils for whom English was an additional language (EAL), with a specific focus on advanced learners and those for whom it was their mother tongue (EMT). They compared 264 scripts by focusing on text, sentence and word level. The 2003 scripts had two tasks - one story and a radio advertisement. The story writing task consisted of a set of pictures leading to a problem for the main characters, which pupils had to resolve and conclude. The shorter task was to write an advertisement for local radio to persuade listeners to buy a new toy.
Their analysis of the scripts are summarised below in tables from their publication (pages 11-14), with significant differences highlighted by the dark boxes.
Based on the above findings they highlighted that the following grammatical features may present particular challenges for EAL learners:
Teachers preparing their advanced EAL learners for KS 2 writing tests may wish to use the blank proformas included on pages 90-93 of their publication for analysing the writing produced by their own pupil’s. The publication also provides detailed annotated examples of the completed profromas, which the researchers themselves produced when analysing the scripts themselves.
The teaching units can be used by trained adults working with small groups of children in Years 2-6 or as part of quality first teaching in lessons.
Equitable Education is able to provide specialist advice and training to support all staff working with advanced EAL learners. For further information, please contact Equitable Education on [email protected]
The teaching units can be used by trained adults working with small groups of children in Years 2-6 or as part of quality first teaching in lessons.
Equitable Education is able to provide specialist advice and training to support all staff working with advanced EAL learners. For further information, please contact Equitable Education on [email protected]
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