[eal-bilingual] Influence of first language

I would like to see some research that tracked back these pupils to

Tony Cline has done some research here..

Sara

Sara Green
Head of Language Development Service
Family and Children's Services Kensington and Chelsea
Isaac Newton PDC
108a Lancaster Road
London W11 1QS

Tel: 020 7598 4817
Fax: 020 7598 4808

Email: sara.green at rbkc.gov.uk
www.rbkc.gov.uk/eal14to19

-----Original Message-----
From: eal-bilingual-bounces at lists.becta.org.uk [mailto:eal-bilingual-bounces at lists.becta.org.uk] On Behalf Of Shirley Franklin
Sent: 21 March 2007 18:42
To: stuart.scott; For practitioners involved in teaching pupils from ethnic andlinguistic minorities
Subject: Re: [eal-bilingual] Influence of first language

Really interesting point Stuart.

The damage that the deconstruction synthetic phonic agenda has in  
terms of language development is a real tragedy. But cannot say that   
have specific research to prove this point.
Who does?
Shirley
On 21 Mar 2007, at 17:44, stuart.scott wrote:

> 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
> ..
>
>
>
>
> Collaborative Learning Project, 17 Barford Street, London N1 0QB
> Supporting a cooperative network of teaching professionals to  
> develop and disseminate accessible teaching materials in all  
> subject areas and for all ages.
> Telephone: 0044 (0)207 226 8885
> Website:http://www.collaborativelearning.org
> ..
>

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