[eal-bilingual] Re: eal-bilingual Digest, Vol 42, Issue 19

Send eal-bilingual mailing list submissions to

I am not sure that the work Sara has in mind is directly relevant to the 
issue that is being discussed in this trail, but judge for yourself. Bob 
Cozens and I reported it in a chapter in the book edited by High South that 
Naldic published in 1999 - "Literacies in community and school". The key 
point for this debate was that, when we analysed the miscues that a group of 
Key Stage 2 EAL learners made while reading aloud, we found that they made 
less use of semantic cues than monolongual learners. Their substitution 
errors suggested a heavy reliance on graphophonic and syntactic cues. The 
implication was that they were not being taught in a way that led them to 
lay emphasis on reading for meaning. This was a pilot study, and I was not 
successful in securing funding for a project where we hoped to examine the 
teaching strategies associated with the development of this pattern of 
reading habits. The children in that study were from the Pakistani Kashmiri 
community in Luton. A later study with a different group of children from 
the Bangladeshi community in the same town did not replicate the results. 
You can find a report of that study in the journal, Psychological Reports, 
(2001), vol. 89, pp. 279 - 282. The first author is Sarah O'Toole. I will 
quote the conclusion in full, as the journal is probably one that some 
readers of the list cannot access easily:
"The complexity of the issues surrounding bilingualism and reading are 
highlighted by this study. The children studied by Cline and Cozens (1999) 
were older, on average, than this sample (mean age 9 years 8 months). The 
finding that the children used more grapho-phonic cues than semantic or 
syntactic cues may be due to the emphasis placed on phonics programmes in 
the early stages of the teaching of reading. As reading progresses, greater 
emphasis appears to be placed upon the increasingly greater challenge of 
discerning the meaning of the texts that are read. It is suggested that 
future research into the use of semantic cueing systems by bilingual readers 
focuses upon children at stage 3 or above. It is possible that from the ages 
of 7 - 16 a differentiation between monolingual and bilingual reading 
patterns may emerge.

Other factors that may have reduced the differences between bilingual and 
monolingual readers in this sample include greater exposure to English 
language, greater support and encouragement with reading English (e.g. from 
older siblings), and their socio-economic situation. It is also possible 
that this particular sample of young bilingual developing readers had fewer 
gaps in their cultural and linguistic knowledge of English. The failure to 
replicate earlier work indicates that the relationship between bilingualism 
and reading strategies in l2 is more complex than has been suggested in some 
earlier commentaries. Researchers in this field need to collect fuller 
information on possible intervening factors in the relationship. Research in 
this area has implications in terms of education. Understanding the reading 
process with respect to the mistakes that bilingual children make could help 
to improve teaching strategies in this area."

I hope this helps to make clear the scope and limitations of this piece of 
work for the purposes of this debate. Inconclusive as it is, it is clearly 
supportive of the comments made by Stuart Scott and Martyn Pendergast in 
this trail.

Tony

----- Original Message ----- 
From: <eal-bilingual-request at lists.becta.org.uk>
To: <eal-bilingual at lists.becta.org.uk>
Sent: Saturday, March 24, 2007 1:00 PM
Subject: eal-bilingual Digest, Vol 42, Issue 19

> Send eal-bilingual mailing list submissions to
> eal-bilingual at lists.becta.org.uk
>
> To subscribe or unsubscribe via the World Wide Web, visit
> http://lists.becta.org.uk/mailman/listinfo/eal-bilingual
> or, via email, send a message with subject or body 'help' to
> eal-bilingual-request at lists.becta.org.uk
>
> You can reach the person managing the list at
> eal-bilingual-owner at lists.becta.org.uk
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of eal-bilingual digest..."
>
>
> Today's Topics:
>
>   1. RE: Influence of first language (Sara.Green at rbkc.gov.uk)
>   2. RE: Testing of EAL pupils (Sara.Green at rbkc.gov.uk)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Fri, 23 Mar 2007 12:21:13 -0000
> From: <Sara.Green at rbkc.gov.uk>
> Subject: RE: [eal-bilingual] Influence of first language
> To: <eal-bilingual at lists.becta.org.uk>
> Message-ID:
> <2BE4B73569DFF043A2B4B3211E67CBB2031ADF3E at rbkc-x2mb1.rbkc.gov.uk>
> Content-Type: text/plain; charset="us-ascii"
>
> 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
>> ..
>>
>
>
>
> ***********************************************************
> The Royal Borough of Kensington and Chelsea.
> This e-mail may contain information which is confidential,
> legally privileged and/or copyright protected. This e-mail
> is intended for the addressee only. If you receive this in
> error, please contact the sender and delete the material
> from your computer.
>
> ************************************************************
>
>
>
> ------------------------------
>
> Message: 2
> Date: Fri, 23 Mar 2007 12:22:08 -0000
> From: <Sara.Green at rbkc.gov.uk>
> Subject: RE: [eal-bilingual] Testing of EAL pupils
> To: <eal-bilingual at lists.becta.org.uk>
> Message-ID:
> <2BE4B73569DFF043A2B4B3211E67CBB2031ADF3F at rbkc-x2mb1.rbkc.gov.uk>
> Content-Type: text/plain; charset="us-ascii"
>
> CAT non verbal also ?
>
> 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 Butcher 
> Paul
> Sent: 22 March 2007 09:12
> To: For practitioners involved in teaching pupils from ethnic 
> andlinguisticminorities
> Subject: RE: [eal-bilingual] Testing of EAL pupils
>
> NFER non-verbal reasoning, first language assessment, Numeracy will all
> help.
> Also to assume they are higher ability unless proven otherwise
>
>
> Paul Butcher
> Senior Ethnic Minority Achievement Consultant
> Learning and Standards
> Children's Services
> 165a Cromwell Road
> Peterborough PE1 2EL
> 01733 703748
>
>
> -----Original Message-----
> From: eal-bilingual-bounces at lists.becta.org.uk
> [mailto:eal-bilingual-bounces at lists.becta.org.uk] On Behalf Of helen
> tucker
> Sent: Wednesday, March 21, 2007 5:17 PM
> To: eal-bilingual at lists.becta.org.uk
> Subject: [eal-bilingual] Testing of EAL pupils
>
> All pupils wishing to join our school (secondary) are tested to find the
> approriate group for them.  Our EAL pupils are consistently coming out
> with low scores so are placed in the bottom groups.  After a few lessons
> it becomes apparent that the pupils are wrongly placed - they should be
> going into higher ability groups.
>
> How do other schools test their EAL pupils' ability?  Any advice/info
> offered gratefully received.
>
> Helen
>
> _________________________________________________________________
> Get Hotmail, News, Sport and Entertainment from MSN on your mobile.
> http://www.msn.txt4content.com/
>
>
> -----------------------------------------
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
> This e-mail and any files transmitted with it are intended solely
> for the use of any individual or entity to whom they are addressed.
> However, the information may be subject to public disclosure under
> the Freedom of Information Act 2000.  Unless the Information is
> legally exempt from disclosure, the confidentiality of this e-mail
> and your reply cannot be guaranteed.  All e-mail sent to or from
> this address will be processed by Peterborough City Council's
> Corporate E-mail system.
>
> If you have received this e-mail in error please notify the sender
> immediately by using the e-mail address or telephone +44 (0) 1733
> 747474 - Growing the right way for a bigger, better Peterborough.
> www.peterborough.gov.uk
>
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>
> ***********************************************************
> The Royal Borough of Kensington and Chelsea.
> This e-mail may contain information which is confidential,
> legally privileged and/or copyright protected. This e-mail
> is intended for the addressee only. If you receive this in
> error, please contact the sender and delete the material
> from your computer.
>
> ************************************************************
>
>
>
> End of eal-bilingual Digest, Vol 42, Issue 19
> *********************************************
>
> 