Ellis Diversity

Question 0

The DfES (2002) agree with Cohen & Manion (1983) believing?

Answer 0

The DfES (2002) believe that language, competence and interculture are not optional extras in society; they are an essential part of being a citizen. Language skills are vital in improving understanding between people here and in the wider world, and in supporting global citizenship by breaking down barriers of ignorance, and suspicion between nations.

Question 1

What do Cohen & Manion (1983) state about 21st century Britain? (Opening sentence)

Answer 1

21st Britain is now a radically-mixed and culturally-varied nation, which means schools in particular have had to adapt and change to meet the needs of every unique child.

Question 2

Why has the TDA (2009) identified a need for policy and practice to change in education?

Answer 2

The latest figures reveal that the population of EAL learners in England has increased consistently in recent years. According to NALDIC, figures from the 2008 census indicate that EAL pupil numbers rose by approx 25% between 2004 and 2008 to stand at 824,380, while the number of specialist EAL/EMA teachers has increased by just 8% during the same period.

Question 3

Why are the figures from NALDIC so alarming?

Answer 3

These figures demonstrate the mismatch in the system between demand and the available specialist workforce. This discrepancy results in additional pressures for the teaching workforce at all levels and undermines the principles of inclusion and equality of opportunity for EAL learners.

Question 4

How does Conteh (2007) agree with the TDA about the shocking figures?

Answer 4

If we DO genuinely want to help raise the achievements of ethnic minority bilingual learners in our schools, we need to recognise the distinctive skills and knowledge of bilingual teachers.

Question 5

Datta (2007) says a bold statement believing…?

Answer 5

The new economy requires the crossing of linguistic boundaries and bilinguals can become the pivotal bridge makers and go-between in global economic operations.

Question 6

2nd paragraph: what do Conteh (2006) and Hall (1992) define bilingualism as?

Answer 6

The term bilingual in England is the term currently used to refer to pupils who live in two languages, who have access to, or need to use, two or more languages at home and at school. It does not mean that they have fluency in both languages. It can be understood as ‘living in two or more languages’.

Question 7

Arthur et al (2006) 2nd paragraph…

Answer 7

He believes the languages which are all around us in our communities and classrooms in Britain enrich society and contribute to developing all children’s understanding of the wider world. Society is made up from the languages and cultures of the individuals and communities within it. Statistics how that 10% of pupils in UK schools speak languages other than English which amount to some 300 languages. The multicultural society we live in should be as much recognised and supported within the education system as anywhere else.

Question 8

Maclean (2011) agrees with Arthur et al (2006) what does he believe about EAL learners?

Answer 8

Children learning English as an additional language are NOT a homogeneous group, they come from diverse regions and backgrounds which make the world diverse and exciting.

Question 9

Why is it important that schools provide an inclusive curriculum for every child?

Answer 9

• raises awareness of linguistic diversity for every learner.
• enhances the educational provision for bilingual children so they feel respected, valued and included.
• allows children to feel safe and secure, settled and valued.
• sense of belonging
• high self esteem and confidence
• every child will therefore be able to maximise their full potential and more likely to achieve.

Question 10

What does Elton-Chalcraft (2009) believe all children should be enable to do?

Answer 10

Reach their potential irrespective of their social or ethnic background. The concept of social cohesion has become an important value in education.

Question 11

Why does Arthur et al (2006) believe how we address and support the needs of bilingual learners is a politically charged arena?

Answer 11

Because he believes we do not live in a culturally neutral society or one that is free from prejudice and racism. Socio-economic status is also a strong determiner of success and this range of cultural factors cannot be solely tackled in education. It is therefore crucial that the curriculum and the types of interaction we establish in schools and classrooms is one that pro,toes academic success for all children.

Question 12

Who said the presence of bilingual children in schools throughout the English-speaking world is by no means a recent phenomenon?

Answer 12

Edwards (1996)

Question 13

Who said almost every society is in fact a multilingual society; the only parameters which vary are the extent and tolerance of diversity?

Answer 13

Edwards (1996)

Question 14

Arthur et al (2006) makes a very valid point expressing his view about bilingual teachers and assistants, what did he say?

Answer 14

With appropriate resources, including bilingual teachers and assistants, if we are serious about supporting bilingual learners to achieve their potential.

Question 15

What should the curriculum look like?

Answer 15

It is not about a separate curriculum for children with a a learning disability, but about an enhanced curriculum for ALL children within which there are varied opportunities for children to extend their linguistic repertoire.

Question 16

Conteh (2006) identified that teachers can stereotype bilingual learners without intending to. What can this result in for the child?

Answer 16

• low self esteem
• damaging pupils sense of self-identity
• making them feel inferior.
• affects the child’s behaviour
• lack of motivation
• lack of self confidence
• results in underachievement

Question 17

How should teachers expectations be of ethnic minority pupils?

Answer 17

Teachers expectations should be high and they should be supported, targeted, monitored and evaluated to raise attainment.

Question 18

Ang (2010) recognises inclusion as what?

Answer 18

Inclusion means recognising and responding to the diverse cultural and linguistic backgrounds of children.

Question 19

Is it true that there is evidence to reveal that if pupils feel they belong in the classroom and their teachers value them as individuals, their attitudes to learning will be much more positive, and their achievement will improve?

Answer 19

True

Conteh, 2006

Question 20

What did The Oracy Project (2005) reveal?

Answer 20

Teaching and learning strategies which are needed to support pupils with EAL.

Question 21

List high quality resources which can be used for EAL children to make the curriculum inclusive?

Answer 21

• dual books
• signs/posters/symbols displayed in relevant languages around the class.
• classroom displays
• seating plans and management of school environment
• grouping of children
• adapted worksheets
• planning responds to interests of child.
• greetings in other languages
• learning about topics from around the world.
• visual aids during teaching.
• use of props and role play areas
• trips
• parent visiting speakers
• use of stories
• songs, rhymes etc.

Question 22

Pearse and Sinka (2006) came up with the multilingual framework of linguistic diversity, what was it?

Answer 22

They believed linguistic diversity should be recognised as a rig and a resource. They believed that linguistic diversity is at the heart of the teaching and learning process. It encourages alternative worldviews and ways of thinking, and by valuing all languages as a teaching and learning tool. They felt it was about recognising linguistic diversity as creating confidence and flexibility for all linguistic groups to ensure skills can be transferable for a multilingual global society.

Question 23

Conteh (2006) said…what is based on a firm foundation?

Answer 23

Learning is based on a firm foundation and bilingual children need many opportunities to develop concepts in their first language, as well as having equal access to English so that they can help learn most effectively.

Question 24

What examples during placement effectively included and raised awareness of linguistic diversity in the classroom?

Answer 24

Studying foods from around the worlds with children, having visiting speakers come in, celebrating festivals, setting up role play areas for children to experience different cultures and traditions, learning greetings in other languages, trying fruit from around the world, studying the story Handa’s surprise, circle times.

Question 25

Edwards (1996) had a strong view about encouraging the use of community languages why?

Answer 25

By encouraging the use of community languages, teachers are sending powerful messages about the value which they attach to other languages to all the children in the class. They are also enhancing the status of bilingual children. Monolingual children, for their part, are able to increase their knowledge of and sensitivity towards other languages and cultures.

Question 26

Why is parent partnership important in creating an inclusive curriculum?

Answer 26

Whole school approach to including the whole community outside the school gate. Parents can help offer ways of helping the child at home through partnership working which raises the attainment of bilingual children so they don’t get mixed messages but it is a continuous approach both at home through to school life. Schools need to support parents and discuss the role that parents play in effectively supporting their child and what they can give.

Question 27

Why is home visits and admission policy important for EAL pupils?

Answer 27

All schools will have an admissions policy which should include gathering information about the child’s linguistic and educational background which should be available for the teacher. This is important so teachers know where the child is at in terms of their cognitive ability regardless of their language and to assess and plan for the child in an inclusive curriculum to meet their needs.

Home visits help the child feel a sense of ease when they come to school for the first time so that they know a bit about their teacher and the teacher knows a bit about the child’s background.

Question 28

How can parents make the school community rich and varied?

Answer 28

Projects which involve the community and parents raises linguistic diversity and helps to educate every one involved in the school. Sharing stories, songs, cultures, customs and book making workshops involves parents and enables them to make the child feel welcomed and accepted, which in turn helps them flourish and develop.

Question 29

Who believed talk was important for EAL pupils?

Answer 29

Arthur et al (2006) believed children learn a language in order to communicate. Therefore talk in the classroom is highly profound. He believed learners acquire a new language most successfully if there is a meaningful context for learning to take place, within which they can listen, experiment, hypothesise, adapt or adopt the language.

Question 30

Who believed talk is important? Which theories…

Answer 30

Bruner and vygotksy placed talk, language and communicate as important. Vygotksy also believed that children learn from a more knowledgable other…therefore scaffolding and modelling helps bilingual children feel included in the curriculum.

Question 31

Knowles (2011) also believed talk is what?

Answer 31

A tool for learning for EAL pupils as talk enhances thinking and learning for a child.

Question 32

Conteh (2006) is in agreement with knowles (2011) that talk does what?

Answer 32

Language underpins learning, so for young bilingual learners who are new to English, not only are they; learning a new language, they are also using language to learn things.

Question 33

Who believed circle time helped EAL learners, why?

Answer 33

Van Lier (1996) he believed circle time was a supportive model of classroom discourse for EAL pupils. The opportunities circle time creates for contingent discourse, part of a transformational pedagogy can empower these pupils.

Question 34

Knowles (2011) believed collaborative group work generated effective talk and discussion why?

Answer 34

It produces good quality talk at a child friendly level, children learn from others especially effective groupings of role models for bilingual pupils. Good quality talk captures the interest of the child, and in turn promotes critical thinking.

Question 35

Give examples of effective collaborative and group strategies?

Answer 35

• talking partners
• management of seating arrangements on the carpet
• buddy systems

Question 36

What is important to give bilingual learners in the classroom?

Answer 36

Adequate time for thinking and mental rehearsal and got teachers to recognise learning a language in stages and as a process. Therefore need effective waiting time and not to feel pressured to speak. Bilingual learners need to listen and absorb what is going on around them.

Question 37

Who recognised play and experimentation as a successful teaching approach for bilingual pupils?

Answer 37

Arthur et al (2006) as it gives a strong context in which opportunities for the new language can be used for social and intellectual engagement. Also children learn through doing and getting practically involved through discovery, investigating and experimenting during play which in turn helps language develop.

Question 38

What did Maslow recognise as important?

Answer 38

Maslow recognised the important of socio-cultural factors; all children need to feel safe and valued in order to learn.

Question 39

Cummins (2001) proposed what framework to support EAL learners?

Answer 39

Cummins (2001) developed a useful tool for supporting EAL learners which help highlight the interplay between language development and the cognitive and academic domain known as BICS and CALP. He believed learning language takes time and passes through distinct phases. He felt that the practitioners role was crucial in being aware of the needs of these children and thinking about what is meaningful to them. He believed scaffolding learning was essential linking to vygotksy. The framework cummins represents therefore enables teachers to identify the demands that classroom activities place on the child and at the same time can be used as a planning tool that enables the teacher to ensure that the cognitive challenge remains high.

Question 40

Negatives of viewing bilingual learners?

Answer 40

Viewing them as blank slates and singling them out of the classroom in groups as a type of SEN group. It causes the child to feel devalued, isolated and regarded as worthless. Or thinking that all EAL children have all the same characteristics.

Question 41

What do bilingual children bring to a school and other peers?

Answer 41

Bilingual children bring a lot of varied rich culture which monolingual peers can also learn from.

Question 42

Ang (2010) proposes some interesting statements regarding the EYFS that do not actually value diversity at all.

Answer 42

The EYFS state they want to bring diversity into the classroom; however the reality of offering inclusive provision which values diversity and difference may not be as straightforward in practice. Bilingual children can often be placed in cultural groupings where individuals are assigned assumed shared characteristics and are often grouped to leave the class to do additional work. There is a danger that the rhetoric of the EYFS in addressing issues of cultural diversity remains largely aspirational. While the EYFS advocates an inclusion provision, the text of the document is available only in English, how is this promoting inclusion for linguistic diversity and an inclusive curriculum? Also while the language of equal opportunity is embedded in the discourse of the curriculum, in practice the task of offering an inclusive curriculum is often difficult and complex.

Question 43

Datta (2007) says what about a persons language?

Answer 43

A persons language is an inherent part of their identity, therefore teachers need to foster this and allow them to make the curriculum rich and varied.

Question 44

What does Garcia (2009) believe about bilingual education?

Answer 44

Bilingual education must be reimagined and expanded, as it takes its rightful place as a meaningful way to educate all children and language learners in the world today.

Question 45

Ramsey (2004) recognises what as important?

Answer 45

It is not what is taught in education but HOW subject material is taught within culturally diverse educational environments.

Question 46

Race (2011) and Arthur et al (2006) believes what about multiculture?

Answer 46

Multiculture is the celebration of difference in contemporary life. The range of languages spoken in this society and the cultures and communities in which they thrive can only enrich our schools and the lives if all children to become more tolerant and understanding of the backgrounds, linguistic and cultural, which present us with such diversity.

Question 47

Race (2011) states what about culture?

Answer 47

We are all cultur-bound, physically, socially, psychologically and spirituality. We might change that culture, but we can never make ourselves culture free.

Question 48

The NALDIC conclude:

Answer 48

By adopting a bilingual pedagogical approach, a school or early years setting is stating that the totality of children’s language experiences have intrinsic and extrinsic value and are fundamental resource in their learning.