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Supporting more advanced bilingual learners
- Nationally, a portion of more advanced bilingual learners don’t make the progress they could potentially make.
Nationally, a portion of more advanced bilingual learners don’t make the progress they could potentially make. These children may:
- be achieving in mathematics and science but not in English,
- just achieve the required outcomes at the end of KS1 but struggle to make expected progress in KS2,
- achieve the ‘Secondary Ready’ status at KS2 but struggle with progress in KS3 (thus unlikely to achieve appropriately for Progress 8 measures at GCSE)
- be struggling with the language demands of the curriculum
- be late arrivals whose initial results were depressed by lack of experience in English but make rapid progress (often securely literate in first language)
In this course we will look at how we can support these more advance bilingual learners through:
- Exploring different types of classroom talk
- Considering how the right type of talk supports thinking and writing
- Identifying how to encourage productive talk
- Understanding how to plan to meet language learning needs
- Facilitator
- Venue & Travel Information
Emily Humphrey & Erica Field (EMA Teaching & Learning Advisors, RBC)
Emily Humphrey, Teaching and learning Adviser
Prior to becoming a Teaching and Learning Adviser, I was a teacher and senior leader in a Rochdale primary school with responsibility for the English curriculum and supporting children for whom English is an additional language, throughout the school.
On joining the Rochdale School Improvement Team, I was trained to support schools through the National Improving Schools Programme. Since then, I have had the privilege to work with school staff in the main areas of Key Stage One, working with children from ethnic minority groups and those who have English as an additional language. As an accredited Key Stage One moderator, I have supported schools with their statutory assessment duties and led an effective LA moderation team.
I continue to love my role, working with the staff and children of Rochdale schools. I am interested in using my licence as an ELKLAN trainer to support school staff to use effective ways to develop children’s language and communication. It is a privilege to work with Rochdale schools to develop fun and exciting ways to provide children with engaging learning opportunities so that they enjoy school and reach their potential.
Erica Field
I qualified as a teacher in 1999 and have been a class teacher, Head of Department and Head of Sixth Form. I also worked with London Challenge to support failing schools. I joined Rochdale School Improvement Team in 2009, where my role is to support schools in meeting the needs of their ethnic minority and English as Additional Language children and young people.
I am an accredited ELKLAN tutor and a local authority moderator for KS1 and KS2. I also run the Rochdale Schools Linking programme, which aims to break down barriers and to enable students to build empathy, respect and confidence in contact.
I am passionate about supporting schools to help children and young people access and engage in the curriculum.