Support bilingual/multilingual pupils
Overview
Who is this unit for?
This unit is for those who support pupils whose first language is different to that used to deliver the curriculum and who may or may not themselves use the pupil's first language. It is suitable for those who provide support for English as an additional language (EAL), or Welsh or Gaeilge as a second language.
What is this unit about?
This unit is about the support provided to bilingual/multilingual pupils for language development and learning across the curriculum in the appropriate second or additional language.
This unit contains two elements:
1. Support development of the target language
2. Support bilingual/multilingual pupils in accessing the curriculum
Performance criteria
You must be able to:
Support development of the target language
P1 clarify and confirm with relevant people:
P1.1 the strategies to be used to support bilingual/multilingual pupils in developing language skills in the target language
P1.2 your role and responsibilities for supporting development of the target language
P1.3 the pupil(s) you will be working with P1.4 how success is to be measured
P2 obtain accurate and up-to-date information about the pupil's first and target language development and use this knowledge in providing appropriate support for the pupil
P3 provide opportunities for the pupils to interact with yourself and others using their knowledge of the target language
P4 use language and vocabulary which is appropriate to the pupils' age, level of understanding and stage of target language development
P5 utilise opportunities to model the target language for the pupils and to scaffold their learning of the target language
P6 use appropriate strategies for introducing the pupils to new words and language structures to help extend their vocabulary and structural command of the target language
P7 provide opportunities for the pupils to practise new language skills
P8 use praise and constructive feedback to maintain the pupils' interest in the learning activities
P9 respond to pupils' use of home language and local dialects in a manner which values cultural diversity and reinforces positive self-images for the pupils
P10 provide feedback to relevant people on the progress made by the pupils in developing language skills in the target language
Support bilingual/multilingual pupils in accessing the curriculum
P11 clarify and confirm with the teacher:
P11.1 the teaching and learning objectives of the activities
P11.2 your role in supporting the teaching and learning activities and how this relates to the teacher's role
P12 use appropriate teaching, learning and assessment methods to:
P12.1 draw on pupils' previous knowledge and experiences to encourage their active involvement in learning activities
P12.2 provide opportunities across the curriculum to develop the pupils' target language skills
P12.3 provide opportunities for the pupils to interact with others and
contribute to group and class discussions
P12.4 support the pupils in ways which encourage their development as independent learners
P12.5 support the development of subject-specific language
P13 identify and develop a range of culturally and linguistically appropriate resources to provide effective access to the curriculum
P14 communicate effectively and sensitively with pupils to support their learning and where appropriate with their families
P15 deal with the challenges of the language demands of learning activities in ways that maintain the pupils’ confidence and self-esteem
P16 use praise and constructive feedback to maintain the pupils’ interest in the learning activities
P17 monitor the pupils’ progress in developing language skills and modify the type and level of support provided if necessary
P18 take appropriate action to resolve any problems in supporting pupils during learning activities
P19 provide feedback to relevant people on the pupils’ participation and progress in different curriculum areas
Knowledge and Understanding
You need to know and understand:
K1 the school's policy and procedures for supporting bilingual/multilingual pupils
K2 the school's policies and practices for inclusion, equality of opportunity, multiculturalism and anti-racism
K3 the process and stages of language acquisition and the factors that promote or hinder language development
K4 how to obtain and interpret information about a pupil's language and educational background, capabilities and skills and language support needs
K5 strategies suitable for supporting pupils in developing their speaking/talking, reading and writing skills in the target language and how these relate to specific learning activities across the curriculum
K6 the interactive use of speaking/talking, listening, reading and writing to promote language development in pupils
K7 how to plan and evaluate learning activities to support development of the target language
K8 how aspects of culture, religion, upbringing, home and family circumstances and emotional health could affect the pupils' learning and how to respond to these
K9 how to use praise and constructive feedback to promote pupils' learning and language development
K10 the role of self-esteem in developing communication and self expression and how to promote the self-esteem of pupils through the support you provide
K11 the importance of valuing and promoting cultural diversity, pupils' home language and the benefits of bilingualism/multilingualism, and how to do this
K12 the curriculum plans and learning programmes developed by the teachers with whom you work when supporting bilingual/multilingual pupils
K13 how to provide appropriate support for bilingual/multilingual pupils according to their age, emotional needs, abilities and learning needs
K14 how to identify and develop culturally and linguistically appropriate teaching and learning materials
K15 the sorts of problems that might occur in providing support for bilingual/multilingual pupils and how to respond to these
K16 how to monitor, assess and feed back information on pupils' participation and progress across the curriculum to pupils and relevant people within
the school
Scope/range
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Bilingual/multilingual pupils
pupils whose first language is different to that used to deliver the curriculum and who, therefore, need to develop a second or additional language to access the curriculum. Bilingual/multilingual pupils include those for whom English is an additional language and those for whom Welsh or Gaeilge is a second language
Families
includes parents (mothers and fathers) and carers and extended and chosen families who contribute significantly to the well-being of individual pupils and who may or may not have legal responsibility
Language skills
the ability to speak/talk, listen, read and write in the target language
Problems
situations and circumstances that adversely affect your ability to provide appropriate support for bilingual/multilingual pupils. Problems could relate to:
1. learning resources, e.g. quantity, quality, suitability, availability
2. the learning environment, e.g. space, comfort, noise level, disruptions
3. the pupil's ability to learn, e.g. self-esteem, confidence, attitude to learning, concentration, behaviour
Relevant people
people with a need and right to provide and receive information about bilingual/multilingual pupils. This will include the teacher responsible for the pupil but may also include others such as the ethnic minority achievement coordinator, bilingual language support teacher, bilingual teaching assistants, EAL specialist teacher, language coordinator, English/Welsh/Gaeilge language teacher, relevant local authority advisory or peripatetic staff, as relevant to the setting. Information sharing must always adhere to the school's confidentiality policy and child protection procedures
Resources
teaching and learning resources to provide effective access to the curriculum, including written materials, videos, DVDs, bilingual and pictorial dictionaries, bilingual software
Support
the assistance you give to bilingual/multilingual pupils for language development and learning across the curriculum. In providing support for pupils you will be working on a one- to-one basis with individual pupils as well as supporting the pupils during group and class activities
Target language
the additional or second language needed by pupils whose first language is different to that used for teaching and learning
Links To Other NOS
TDASTL11 Contribute to supporting bilingual/multilingual pupils TDASTL18 Support pupils' learning activities
TDASTL23 Plan, deliver and evaluate teaching and learning activities under the direction of a teacher
TDASTL36 Provide bilingual/multilingual support for teaching and learning