This much I know about EAL teaching

Originally posted on April 13, 2018 @ 7:15 am

In my view, biology is a subject that is largely about language instruction. Of course, this doesn’t mean, to the exclusion of all other considerations. Yes, of course, there are facts and concepts that need to be learned and understood but, at its heart, it is a subject concerned with language acquisition.

And just like French, it is full of irregular verbs.

Personally, I remember the challenge of all the new vocabulary of the subject at A level, as being something that attracted me to it; I had the impression that by learning all these new words I would be entering another higher plane of existence.

So just imagine what this vocabulary is like for a new student, stepping into this level of biology and operating in their second or third language and perhaps with a very limited exposure to schooling in English. I am always surprised by the number of other adults, parents and administrators, who don’t seem to see this.

Parents, particularly, seem surprised when I bring up the issues of academic language acquisition

I have had some amount of experience teaching students who have started the subject with no English or very little English and this post will outline what I understand about teaching them today I fully recognise that  I am no expert.

James Cummins: BICS & CALP

My first foray into the realm of EAL teaching brought the work of James Cummins to my attention. To summarise, Cummins’ work postulates differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).

Essentially, the former can be developed over a relatively short period of time (1-3 years) and is the language of peer culture. Children who have developed BICS may well sound fluent and indeed can communicate on a level using common everyday terms and phrases with their family and peers. The latter can take much longer, 5-7 years, and once developed allows the individual to think, manipulate and utilise complex academic concepts mentally. They can think with the language and they can think in very abstract terms.

It seems to me that the work of Cummins suggests that schools should resist simply placing older EAL students into secondary subject-specific classes and hoping that they will catch up. This may work with students going into grade 6 and 7 classrooms but could actually retard students progress in grades 9 and up.

Obviously, in the international context, students may well keep joining older classes (I once had a student who joined grade 10 directly from school in Israel. She has never been taught in English and yet was expected to just catch up in grade 10 biology) and so we can’t reasonably say don’t come to school. But the approach of some managers seems to be that students will just pick up the language.

These students need intensive English instruction first (if that is the language of instruction of their academic subjects) using methods that have been shown to have the largest effect size. Strategies in this category have the best hope of bringing the students learning forward faster and thus the best hope of bringing the time for students to acquire CALP down.

Isabel Beck: Tiered Model of Vocabulary Aquisition

More recently I have come across the work of Isabel Beck whose model of vocabulary acquisition places words into three categories:

 

• Tier 1: These are the common, everyday words that most children enter school knowing already. Since we don’t need to teach these, this is a tier without tears!

• Tier 2: This tier consists of words that are used across the content areas and are important for students to know and understand. Included here are process words like analyze and evaluate that students will run into on many standardized tests and that are also used at the university level, in many careers, and in everyday life. We really want to get these words into students’ long-term memory.

• Tier 3: This tier consists of content-specific vocabulary—the words that are often defined in textbooks or glossaries. These words are important for imparting ideas during lessons and helping to build students’ background knowledge.

 

In biology instruction, it is the tier 3 words that all students are going to struggle with initially, but EAL students may also be lacking a good number of tier 2 words, which will make their comprehension the tier 3 words that much limited as these words often provide the context for the tier 3 words.

For example this year I can think of the words “coolant” and “yield” that came up as not being known by my grade 11 students. Many of these are students raised in English speaking families but have been attending Swiss public schools up until the start of grade 10 or 11. These aren’t words that come up in everyday conversation but are used across academic domains.

I am relatively new to the idea of Tiered vocabulary but it does seem, on first impressions, a useful way to think about words that EAL students may or may not have and to plan to help students bridge that gap.

Perhaps, one wider school aim could be to map out the tier 2 words that are common across subjects. Once a working list is compiled then students can be assessed for their knowledge of these words and interventions put in place.

Strategies

• Identify and pre-teach complex vocab (tier 3 words) before starting the unit (I use Quizlet “learn” for this)
• Get to know your suffixes and prefixes so that you can explicitly model your understanding of the terminology to students.
• Keep new words on the board, clearly visible to students to use in their thinking, speaking and writing.
• Encourage more reading and writing in your classroom. Encourage students to constantly use the new terms that they are being exposed to.
• Use a reading age analysis to examine the tests and exams that students in your class are likely to sit – what is the level? What is the English reading level of your EAL students?
• At the start of the course give students lots of opportunity for guided reading, ask students to identify words that they don’t know and keep a running list. Provide explanations for these words.
• In line with the above, continue to identify Tier 2 word gaps in your student’s knowledge through reading exercises.
• Perhaps try to list out common tier 2 words in your subject (this would take time) and compare with other departments. Check students understanding for these.