Oldham International Arrivals and English as an Additional Language (EAL) Conference, 18.10.18

Related Posts

Our First Primary Free School Consultation Event on November 23rd, 2018

Primary School with Early Years and Nursery

MEaP Open Day on August 30th at Brooks Building, Manchester Metropolitan University

Our Manchester, Our Supplementary Schools Conference, December 9th, 2017

A welcome and address from Councillor Paul Jean Jacques

More information about Councillor Paul Jean Jacques, here.

Morning Presentations

Natalie Downs talking about the Harmony Trust and Oldham’s demographics

More information about the Stronger Together Project, here.

Commentary: The fact that there are community tensions in the town centre, where the change in demographic is being felt, points to the need for greater community cohesion initiatives and deeper grassroots partnerships. Supplementary schools specialise in these activities, yet seem to be undervalued by Local Authorities (with a notable few exceptions). See here (NRCSE/LMU organised Community in Education conference) for an example of this.

More information about the Dynamix Project, here.

Commentary: As supplementary schools serving the community, we are already plugged into large community networks, where cultural heritage and mother tongue language teaching is widespread and relatively common place. This means embedding EAL pedagogy will be organic for us, as we already have our mother tongue experts in our community networks.

Jessica Hainsworth talking about the Harmony Trust Teaching School Alliance and EAL Champions

More information about the Harmony Trust Teaching School Alliance, here.

More information about the Strategic School Improvement Fund (SSIF), here.

Commentary: This fund will be potentially extremely useful for us because it will enable us to run our Mother Tongue and Cultural Heritage teaching as a core subject, assist us with our cultural competency and teacher training and also help us to share learning with other schools.

More information about NASSEA assessment for EAL, here.

Commentary: Heritage and culture might be highly valued but in using EAL teaching strategies purely for academic attainment purposes, the cultural context within which the language exists, goes largely ignored. This aspect of culture is especially important for children whose first language is English but whose families’ native cultures are not British. How are these children catered for in the sense of using their cultural backgrounds as tools for educational engagement? I would view this issue as an overarching ‘Britishness as an Additional Culture (BAC)‘ that needs to be taken as seriously as its subset ‘English as an Additional Language (EAL)’. See herehere (NRCSE-partnered Bradford conference) and here (MSSN policy briefing) for examples of its importance. For a full scholarly discussion about BAC within education, see here (book publication). Of course, this is about time and resources and what is deemed a priority in a school curriculum, as well as touching on aspects of staff ethnic diversity (in terms of the wider cultural ethos in the school)

More information on Jim Cummins’ Ice berg theory of bilingualism, here.

More information about InPrint 3, here.

Dr Sofia Ali talking about Academic Literacy

Commentary: This is a difficult question to answer if EAL staff are considered only additional and not intrinsic (reflecting the curriculum).

Commentary: The activity of “building a field” is a perfect application of developmental bilingualism where this activity could be carried out in the Mother Tongue as preparation for the session in English. Its potential application within developmental bilingualism only serves to highlight the extreme importance of making sure that comprehension keeps up with linguist fluency to avoid parrot-fashion use of academic phrases designed for maximum grading. See Li Wei’s (2017) Translanguaging as a Practical Theory of Language that describes the concept of multilingualism as an integrated form of a single linguist practice rather than a plurality of separate monolingualisms added together (and kept separate, by inference). This has direct relevance for the application of “building the field” where the comprehension skills of L1 (mother tongue) are used to prepare specific written or oral skills of L2 (English). See John Searle’s (1980) Chinese Room argument that illustrates the potential and inherent dangers of this approach  if the principles of translanguaging are not followed. Also see below:

More information about the Oracy Project, here.

A presentation about Safeguarding in the context of registering New International Arrivals introduced by Helen Hampson, Chair of Oldham Alliance of Primary Headteachers and Principals

oldhamsafe

Commentary: The need for cultural competency training for these issues around safeguarding within multicultural communities is acute:

Afternoon Workshops

Practical Examples of Teaching Academic Literacy – Dr Sofia Ali

Activity 1

Commentary: Without cultural competency training in terms of curriculum delivery and overarching pedagogical practice, the use of the “mode continuum” can unintentionally perpetuate hierarchies of cultures by degree of “acceptable-ness” (code for White British). For an example that came out of our activity; a variation of the phrase “bigging up” potentially being (unquestioningly) classed as less formal than the phrase “cheers!” on the mode continuum. This is significant because children from particular social groups might tend to only use one expression, more frequently rather than the other, which means any hierarchical judgment about these expressions becomes a direct judgement on the cultures (themselves), within which these phrases sit. This lack of cultural awareness can often lead to the historical and contemporaneous classroom cultures of ‘low expectation’ for some pupils. For scholarship and research on this matter, see here. This point also illustrates the dangers of taking too literal (narrow) a approach to language and lingusitic acquisition, which translanguaging avoids because “it highlights the importance of feeling, experience, history, memory, subjectivity, and culture”.

Activity 2

Activity 3

Activity 4

Commentary: We had to write “sensational sentences” for images that were provided

oldhamsensation

Using Play to Teach EAL Children – Natasha Nield

Activity 1

Commentary: This, below can be used to either prepare for the activity or to assess it:

More information about Tower Hamlets “Progression in Language Structures”, here.

More information about Development Matters in the Early Years Foundation Stage (EYFS), here.

Our First Primary Free School Consultation Event on November 23rd, 2018

PRESS RELEASE here.

Click on image to link to piece

Voice2

Our consultation (first of four) is coming up on November 23rd, 6 – 8pm at the Windrush Millennium Centre, Manchester.

We would like to inform you (as prospective parents) of our plans for a Primary Free School with Nursery. We would also like to get your feedback on our plans, as we are currently in the process of writing our application to the DfE (Department for Education). The main educational feature of our school will be the teaching of Mother tongue languages, especially at the Early Years stages in our nursery and an embedded emphasis on Education for Global Citizenship in our Primary School curriculum. We would like to base our school ethos and pedagogy on our experience of running supplementary schools, where mother tongue and cultural heritage teaching are used as educational assets to raise educational attainment (as recommended by extensive educational research in this area) rather than being seen as educational deficits.

We look forward to seeing you there!

Please click on the Eventbrite image below to register.

Eventbrite invite

Supported by

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Visit our consultation page, here.

Download our paper flyer, here.

Please take our short survey, here.

Download our paper survey, here. Please feel to photocopy and distribute to your networks.

Update Published 26.9.18 “This is a timely and important book that expertly combines personal narrative with nuanced theoretical analysis. Black Scholarly Activism between the Academy and Grassroots is a deeply engaging work that urges the reader to consider the possibilities and challenges facing academics who work towards social justice. Once picked up, this is a […]

via Book Alert – Black Scholarly Activism between the Academy and Grassroots: A Bridge for Identities and Social Justice, 22.7.18 (28.9.08) — Academic Creative Enterprise

MEaP Open Day on August 30th at Brooks Building, Manchester Metropolitan University

MEaP Twilight School Open Day

Come and join us on our Open Day to learn about the MEaP’s Twilight School at MMU’s Brooks building. We deliver tutored extra learning support to year 10 and 11 students.  Our specialised tutors offer structured revision in core subjects and teach in small groups to provide personalised learning.  Lessons are designed and tailored to learners’ individual needs to enable students to target their areas of concern, to broaden their knowledge, to develop core skills and to learn exam techniques in order to meet assessment criteria.

We also offer intensive revision support for next year’s KS3 and KS4 exams.

* Planning your revision? – We will help you design excellent plans that work

* We will help you understand the exam paper by reviewing common problems and adapting strategies to overcome these problems

* We will help you  to maximise your strength, identify areas of in need of further development, know where you are losing marks and why this is happening and show you strategies to correct where you might be going wrong

* We will take you through a systematic approach to recognise the types of information you need to learn and the revision techniques that work for the best outcomes

* Do you want to know all the tips to help you stay on top of your revision and achieve excellent results?

Well, come and register for our programmes at MMU on our Open Day on the August 30th!

Please book a ticket for our Open Day on Eventbrite (the event is free but booking will help us with our numbers).

Contact: Amber – 07891246208

Time:

5 – 7pm

Venue:

Manchester Metropolitan University, Room 1.66, Brooks Building, 53 Bonsall Street, M15 6GX

There is free parking (2hrs) in front of the Hulme Garden Centre (on Old Birley St) and opposite. There is also free parking all along George Parr road (opposite the Junction Pub) leading to the campus and also on Ormsgill St, just off George Parr. All parking is free from 6pm onwards.

Our Open Day…..

 

Just some more promotion….

The start of our series of consultations about our Free Primary School Plans

 

What do our young people want?

 

 

What do our parents want?

 

 

Manchester Supplementary School Network (MSSN) Policy Brief: Integrated Communities Strategy Green Paper — Critical Race and Ethnicity Research Cluster

Academic Lead: Dr Ornette D Clennon and Jan Bradburn (Manchester City Council) Related Posts Government Green Paper on Integrated Communities Consultation with Supplementary Schools, 10.5.18 Government Green Paper on Integrated Communities Consultation with Supplementary Schools, 2.5.18 Executive Summary Read full Policy Brief, here Supplementary schools are volunteer-led spaces, offering educational, cultural and language provision for mainly […]

via Manchester Supplementary School Network (MSSN) Policy Brief: Integrated Communities Strategy Green Paper — Critical Race and Ethnicity Research Cluster

Government Green Paper on Integrated Communities Consultation with Supplementary Schools, 10.5.18

Academic Lead: Dr Ornette D Clennon with Jan Bradburn (Manchester City Council) Related Post Government Green Paper on Integrated Communities Consultation with Supplementary Schools, 2.5.18 As you can read our second set of discussions were wide ranging and will be the basis for a Manchester City Council collective response to the Government Green Paper on Integrated Communities. […]

via Government Green Paper on Integrated Communities Consultation with Supplementary Schools, 10.5.18 — Critical Race and Ethnicity Research Cluster

Government Green Paper on Integrated Communities Consultation with Supplementary Schools, 2.5.18

Academic Lead: Dr Ornette D Clennon with Jan Bradburn (Manchester City Council) As you can read the discussions were wide ranging and will be the basis for a Manchester City Council collective response to the Government Green Paper on Integrated Communities. The next meeting will take place on Thursday 10th May at the Brooks Building. Attendees: […]

via Government Green Paper on Integrated Communities Consultation with Supplementary Schools, 2.5.18 — Critical Race and Ethnicity Research Cluster