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ESRC Research Seminar Tuesday 20th April 2010 Social inclusion and
ESRC Research Seminar Tuesday 20th April 2010 Social inclusion and
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ESRC Research Seminar Tuesday 20th April 2010 Social inclusion and links mainstream education How has the Goldsmiths bilingual learning research project contributed to Tower Hamlets language policy

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1ESRC Research Seminar Tuesday 20th 11Key principles. There is no single way
April 2010 Social inclusion and links to teach a new language but there will be
mainstream education How has the broad agreement about approaches to
Goldsmith’s bilingual learning research language teaching and learning and that
project contributed to Tower Hamlets should be delivered inline with Rose
language policy? Jamal Uddin. recommendations in primary curriculum;
2National Drivers. Every Child Matters Primary schools should focus on teaching
European language policy for 21st century more than one language including one
Primary and Secondary National Strategies community language and one EU language;
Primary Literacy and EMA Strategy National The national Key Stage 2 Framework for
Languages Strategy KS2 and KS3 Framework Languages and the Tower Hamlets Key Stage
for languages Every Language Matters 2 Scheme of Work for Modern Foreign
Government Guidance on Community Cohesion Languages should be used as first points
Primary Curriculum Developing language in of reference; Schools should feel free to
the primary school – Literacy and primary create their own courses and teaching
languages. activities, relevant to the experiences
3The Tower Hamlets Context. Two thirds and interests of their own children;
of children and young people are from Teaching needs to take full account of the
minority ethnic communities Over 100 different experiences, strengths and needs
languages 54% speaks Bengali/Sylheti 26% of all children, i.e. setting suitable
English as their first language The learning challenges; Responding to diverse
remaining 20% was made up of over 100 home needs and overcoming potential barriers to
languages Somali accounts for 2.6% and learning and assessment for individuals
Arabic 1%, followed by Turkish (0.9%) and and groups; Providing opportunities for
Yoruba (0.9%). Other home languages cross-curricular links through topics of
include most European languages, some real interest and relevance to the
African languages, other languages from children within the school;
the Sub-Continent and S.E Asia, with 12Collaboration with out of school
Portuguese, Lithuanian, Polish and Russian mother tongue provisions (specifically
having entered the top 20 in the last few contributed through bilingual research
years. work). There needs to be close liaison
4Local Demands. Language and cultural between community language classes and the
learning Competent in mother tongue and mainstream schools. This will ensure the
intercultural understanding Self esteem, exchange of ideas and information as well
fluent bilingual and competent in mother as a pooling of resources. It will also
tongue Moral education Social skills – aid continuity of experience in children’s
respecting elders and loving younger learning. In this way the community
Family values and social cohesion language teachers can gain knowledge of
Religious education and values in faith mainstream pedagogies, whilst mainstream
Good out of school provision Good school schools can also learn from the variety of
attainment Good GCSE results in all teaching approaches developed in out of
subjects including languages Grow up with school projects. For mainstream schools,
potential plurilinual skills that could collaboration with community language
help their adult life and professional classes would help deliver the Extended
career. Schools agenda and fulfil the duty to
5PUPILS IN TOWER HAMLETS AND THEIR promote community cohesion. It is
LANGUAGE LEARNING NEEDS. Pupils in the recommended that mainstream schools: Offer
borough can be divided into groups premises for use by mother tongue classes
according to their language learning needs after school and at weekends Share
as follows: EAL or native English speakers resources such as ICT facilities Invite
who are fully fluent in two or more mother tongue teachers to relevant INSET
languages EAL pupils who are proficient in days in order to exchange knowledge of
English and native English speakers who pedagogies Invite mother tongue teachers
are working at or above national to parents’ evenings to discuss children’s
expectations, but who might still have progress.
issues with academic English EAL pupils 13Local Authority central support.
and native English speakers working below Disseminate outcomes of research findings
national expectations and need to develop Continue to develop/refine core curriculum
literacy skills (reading, writing, building on the Tower Hamlet Languages
speaking & listening) EAL new arrivals Policy, Curriculum Framework for Community
with little previous education and no Languages, Schemes of Work for Languages
English EAL new arrivals with full Ongoing advice to schools on strategic
schooling and little/some English Deaf planning for PML, SEF and Ofsted
pupils who use sign language HI (Hearing inspection. Delegate capacity building
Impaired) pupils who need modified standard funds to schools according to
language Blind pupils who use Braille VI govt funding formula and on the basis of
(Visual Impaired) pupils who need modified the analysis of progress being made by
print MSI (Multi Sensory Impaired) pupils every school Review and update local
who may need alternative methods of authority funding priority for community
teaching and learning through a multi groups and voluntary sector organisations
sensory curriculum and alternative means delivering out of school languages
of recording Pupils with additional provision Ongoing support with a
learning needs may need access to learning specialist language tutor from local
and language through communication modes authority community language services
and augmentative communication devices. Establish a programme of exchange visits
6Tower Hamlets Languages Policy. to EU and other countries to increase
7Translating the policy into practice. intercultural understanding, knowledge of
8Support for primary modern languages. the target languages and teaching and
All Key Stage 2 children to have access to learning pedagogy Languages website to
modern foreign and community languages provide online resources, teaching
teaching and learning throughout Key Stage materials and audio-video activities to
2 as part of school curriculum; A minimum support modern foreign and community
of 60 minutes of modern languages teaching languages teaching Qualitative and
per week within the curriculum time, as quantitative research work to identify the
either 30 minutes x 2 sessions or 15 methodology and benefits of language
minutes x 4 sessions or the best possible teaching and disseminating good practice
model that fits within school timetable, across the schools Borough wide support to
expertise and resources; A smooth celebrate International Language Day and
transition of languages skills form Key European Day of Languages.
Stage 2 to Key Stage 3 and full 14Training and professional development
recognition of primary language learning support. Deliver ongoing CPD for both
when children transfer to secondary skilled MFL teachers as well those
school; High quality of language teaching teachers who are lacking language skills
meeting Ofsted requirements All children In-house staff briefing sessions delivered
to have the opportunity to access to to schools Training and curriculum support
learning of their preferred languages so for FLA (First Language Assistants)
that they could explore full potential of Training for headteachers and SLT on PML
their linguistic skills as they grow up in Capacity building training for community
adult life and professional career. groups and Third Sector organisations in
9Community language or EU language – running successful language projects
factors to consider when selecting In-house training for schools on PML model
appropriate languages! Local community teaching In-service training and CPD for
languages and it’s growth and demand community language tutors Joint training
Primary schools should be aware of the for class teachers, FLA and MT teachers
languages being taught at secondary WLCL course for community language tutors
schools and vice – versa Languages of the and FLAs.
economic world Languages the children and 15Partnership and transition between
their families want to learn Expertise primary and secondary. Working within
within the school and local community. extended school clusters Working within
10Community language or EU language – learning networks Working closely with
factors to consider when selecting primary and secondary link advisers Using
appropriate languages! For example: Over resources and expertise across local
54% of pupils in most our schools speak authorities Working alongside community
Bengali as their native or local community groups and voluntary organisations local
language. Most schools have large number cluster or network between feeder primary
of Bengali teaching staff and teaching schools with secondary Key Stage 2 and Key
assistants. Schools could easily Stage 3 network meeting primary teachers
priorities to teach Bengali as a modern and pupils visiting secondary schools (or
language as it would be much simple and vice versa) video, telephone or email
straightforward to teach given fact that meetings pupil information being sent to
the expertise and resources that are secondary schools.
already available in schools. However - 16Quality Assurance. Monitoring visits
choice for languages should be made after to schools by PML advisory teacher and
consultation with parents, local SDAs Ongoing monitoring by schools – SLT
communities and governors, and in the School Development Plan and SEF Languages
light of the languages taught at the portfolio Cultural event – children
secondary school into which the primary performance.
tends to feed.
ESRC Research Seminar Tuesday 20th April 2010 Social inclusion and links mainstream education How has the Goldsmiths bilingual learning research project contributed to Tower Hamlets language policy.ppt
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ESRC Research Seminar Tuesday 20th April 2010 Social inclusion and links mainstream education How has the Goldsmiths bilingual learning research project contributed to Tower Hamlets language policy

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