Discuss How Children with English as an Additional Language (Eal) Can Be Included Within the Daily Mathematics Lesson

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Educational Studies (Primary) with Art

Mathematics

Discuss how children with English as an Additional Language (EAL) can be included within the daily mathematics lesson

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Table of Contents

Front Cover 1 Essay: Part I: discussion: how children with eal can be included in the daily mathematics lesson.. 3-10 Part II: lesson plan to incorporate stategies for eal learners………………………………………………...……………………………………….…11-15 References ………………………………………………………………………………………….16-17 Appendix 18

E.A.L. stands for English, as an Additional Language. It is an additional in school support provided for children whose first language is not English. If children are not supported to develop English, they are less likely to be able to
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Cognitive Academic Language Proficiency (CALP) refers to formal academic language. This includes anything from speaking, listening, reading, and writing about subject area content material. This level of language is essential for children to achieve in the classroom environment and can take five to seven years, for an EAL leaner to become competent in the language.

It is essential that teachers use a variety of strategies in their teaching, to ensure that EAL learners are being included into their mathematics lessons, at all times. Baker (2006) stresses, ‘BICS is said to occur when there are contextual supports and props for language delivery.’ (Baker, 2006, p.174) Therefore, non-verbal support by teachers can help to secure understanding for EAL learners, for example, using gestures with face and hands, or writing on PowerPoint and worksheets. The use of concrete rather than abstract starters, may allow EAL students greater access to the beginning of the lesson. E.g. matching words to pictures or grouping similar words. If language that is supported by contextual clues in the environment, helps the second language learner make meaning from the spoken, or written word, (Improving Second Language Education, 2011) then the use of objects, visual aids, such as a laminated pictures to signify different equipment or key words, such as mass, capacity at the very beginning of topic ‘measurement’ for example, pictures, charts and props should be utilized in

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