[eal-bilingual] Influence of first language

I would like to see some research that tracked back these pupils to see 
whether there is a link between underachieving EAL pupils at KS2, and 
the quality of classroom talk (and language conscious curriculum) they 
experienced (in first and second languages) in Reception and KS1. The 
EPPE research might reveal something in due course. "Advanced" 
bilingual learners is a bit of a misnomer. 

Still, there are now (with the radical change of framework) 
opportunities for quality talk and role play in KS1 similar to what we 
practiced 12years ago, and far less colouring in of word level 
worksheets full of pins and bins etc. Will these pupils do better at 
KS2? I think they will be in a stronger positition to write with 
purpose at KS2.

Stuart 

----Original Message----
From: martyn.pendergast at ntlworld.com
Date: Mar 21, 2007 17:19 
To: <eal-bilingual at lists.becta.org.uk>
Subj: [eal-bilingual] Influence of first language

Working with teachers and LA practitioners, the major issues in  
writing (cf. Lynne Cameron) and which would give the greatest gains  
to the largest number of pupils would appear to be:

1. Organisation of writing (paragraphs, collecting ideas together,  
chronology), appropriate opening and closing
2. Number of ideas (perhaps 4 big ideas in an essay)
3. Development of ideas (for each big idea - and topic sentence - 
2/3  
smaller ideas to support & explain)
4. Maintenance of 'voice' (i.e. consistency of appeal to audience 
and  
recognition of purpose, use of appropriate register inc. Standard  
English)
5. Appropriate use of ideas from source text.

You will notice that they are all text level issues.

At sentence level, the major issue seems to be around using complex  
sentences and employing a range of connective devices to link  
clauses, sentences and even paragraphs.

These are issues which could be addressed with whole classes or  
groups of pupils and if the pupils take them on.

Other issues, such as consistency in use of tense, subject-verb  
agreements etc. will need to be addressed with individuals or small  
groups as appropriate, but will not have as large an effect on 
grades  
as will the 'big picture' issues.

Martyn Pendergast
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