Interactive CPD webinar series
NALDIC is delighted to be working in partnership with The Chartered College of Teaching to deliver termly online training webinars that are open to NALDIC and CCT members.
At each event members will hear one of NALDIC’s EAL experts talking on a specific topic and there will be opportunities for audience questions and discussion.
Webinars
Linguistic & socio-emotional development of refugee/asylum-seeking children
Webinar 6 | June 2022
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Linguistic challenges of EAL: Normalising difference in teacher education
Webinar 5 | April 2022
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Impact of school closure on pupils with EAL
Webinar 4 | November 2021
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Multilingual children, their development, and wellbeing
Webinar 3 | June 2021
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Supporting multilingual pupils in early years settings
Webinar 2 | February 2021
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Effective EAL teaching practices
Webinar 1 | October 2020
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Webinar 6 – Linguistic & socio-emotional development of refugee/asylum-seeking children
This event was free for anyone to attend.
‘Supporting the linguistic and socio-emotional development of refugee and asylum-seeking children in UK schools’ #EAL
In this joint Chartered College of Teaching and NALDIC webinar, Professor Jo McIntyre (University of Nottingham) and Amy Ashlee (Senior Research Officer at Refugee Education UK) shared some of the ways that they have been collaborating to support teachers’ professional development in relation to refugee and asylum-seeking children’s and young people’s education. Refugee Education UK (REUK) and the University of Nottingham are committed to an inclusive approach to refugee education that moves beyond an initial response to an emerging crisis, and views provision for refugee children as a sustained endeavour for all schools and classrooms.
Jo began by outlining some of the learning from her recent co-authored book (McIntyre and Abrams, 2021, Refugee Education: Theorising Practice in Schools). In the book, Jo describes the ways in which she worked with teachers and school leaders in case study schools in England to co-design a model of inclusive education for refugee and asylum- seeking students based on three interconnected concepts of safety, belonging and succeeding. Amy then shared some of the emerging work that REUK and the University of Nottingham are undertaking to use these three concepts as a lens for developing REUK’s professional development materials on supporting refugee education into a programme of development for teachers. Amy also shared some practice-based insights from REUK’s work with refugee children, with a focus on the role of language and wellbeing in schools.
Our Presenters:
Jo McIntyre is Professor of Education at the University of Nottingham. Jo joined the School of Education in 2010 after a number of years teaching English in secondary schools. Jo is particularly interested in how, through the field of Education, we can understand and improve the lives of those who are marginalized or disadvantaged by society Jo has worked on a range of funded research projects and her current work is located in the fields of teacher education and refugee education. Jo’s work in the field of refugee education includes a sustained collaboration with Lund University, Sweden. She works on research projects which look at the barriers and opportunities schools face when working to support refugee children. This has included work with teacher educators in different international contexts to consider issues of global migration and initial teacher education. Jo is currently leading on research projects including one related to the role of arts in fostering a sense of belonging for newly arrived young people in cities in Europe, a project with Swedish educators looking at implementation of an inclusive model of education for refugee pupils, and on a project which will develop a hub for refugee education across Europe. Jo recently published a co-authored book on this topic (McIntyre and Abrams 2021 Refugee Education: Theorising Practice in Schools). In the book, Jo describes the ways in which she worked with teachers and school leaders in case study schools in England to co-design a model of inclusive education for refugee and asylum- seeking students based on the concepts of safety, belonging and succeeding.
Amy Ashlee is a Senior Research Officer at Refugee Education UK, where she carries out research on refugee education in the UK and around the world. Amy is an experienced qualitative researcher with expertise in child- and youth-centred research methods and approaches. She has managed and conducted research for UN agencies and international non-governmental organisations on children’s rights and gender equality issues in a range of countries in Europe, Africa and Asia. She completed her MA in International Child Studies at King’s College London, where she focused on the intersection of psychosocial wellbeing and education for refugee children in the UK.
Refugee Education UK
Their mission is to equip young refugees to build positive futures by thriving in education. To achieve this, the organisation focuses on education outcomes, impact and access.
Education outcomes – Barriers to entry are real: we want all refugee children and young people to be able to access the level of education that’s right for them – from primary school through to university.
Education impact – Getting through the door is just the first step: we want all refugee children and young people to thrive in education, reach their academic potential and experience better social, emotional and mental health.
Education access – The long term picture matters: we want all refugee and asylum-seeking young people to have opportunities to use their education to create meaningful futures, through leadership and pathways to employment.
Webinar 5 – Linguistic Challenges of EAL: Normalising Difference in Teacher Education
This event was free for anyone to attend.
This webinar was a joint event between NALDIC (National Association for Language Development in the Curriculum), and the Chartered College of Teaching.
NALDIC was delighted to launch a Special Issue Journal entitled: ‘Normalising Difference in Teacher Education: National and international perspectives.’
Educational initiatives across Anglophone countries have sought to ensure non-discriminatory policies and practices for pupils who do not speak the dominant language of the country in which they now live. Despite educational initiatives across these countries, research shows that teachers feel inadequately prepared to acknowledge, understand, value and build on the diverse social, linguistic and cultural capital that pupils bring to school.
This webinar presented contributions to the Special Issue Journal: “Normalising Difference in Teacher Education: national and international perspectives.” Presentations considered the current status of EAL teacher education across international contexts. A panel discussion followed the presentations allowing the audience to pose questions to the speakers and to NALDIC professionals working in the field of Teacher Education. There was opportunities to discuss how we might further transform teacher education to prepare teachers for the linguistic and cultural diversity that characterises 21st century classrooms.
Our Presenters:
Professor Linda Harklau (University of Georgia, United States). Linda Harklau is a Professor in the TESOL and World Language Education Program and Affiliated Faculty in the Linguistics Department at the University of Georgia. Professor Harklau’s areas of expertise are in Teacher Preparation and in second language learning and academic achievement of immigrant youth in high school and college.
Associate Professor Angela Scarino (University of South Australia). Angela Scarino is an Associate Professor in Applied Linguistics. Her research expertise is in languages education in linguistically and culturally diverse societies, second language learning, second language curriculum design, learning-oriented assessment, intercultural language learning and second language teacher education.
Dr Yvonne Foley is a Senior lecturer at the University of Edinburgh where she teaches on PGDE Secondary, MSc Language Education, MA Primary Education with Gaelic and MSc TESOL. Yvonne is also a member of the NALDIC Executive.
Dr Lisa-Maria Muller (Education Research Manager, Chartered College of Teaching). Dr Lisa-Maria Muller works on linking research and practice. She leads on the College’s research work, manages content for the member platform MyCollege and runs the Science Teacher Journal Club project. Before joining the Chartered College of Teaching, Lisa-Maria worked as a postdoctoral research associate at the Universities of Cambridge and York on two projects relating to foreign language learning. At the University of Cambridge, she was also a member of the Cambridge Bilingualism Network and contributed to research and outreach work on multilingualism which included studying the effects of a bilingual education on children’s literacy development, the co-organisation of stakeholder workshops and the co-development of a resource pack for antenatal teachers. In her PhD thesis Lisa-Maria investigated the similarities and differences between typically developing multilingualism and multilingual language disorders. She is a qualified teacher and has worked in secondary schools in Austria and England.
Webinar 4 – The impact of school closure on pupils with EAL
This webinar was a joint event between NALDIC (National Association for Language Development in the Curriculum), and the Chartered College of Teaching.
Pupils with English as an additional language (EAL) attract a great deal of interest among policymakers, school leaders, and teachers, yet there are relatively few studies that have examined EAL attainment and the impact of Covid-19. This issue is increasingly important for EAL policy development, given that the data shows the percentage of pupils recorded as speaking English as an additional language has more than trebled since 1997 and is about 19% of the school population.
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There is also now research evidence that school closures have meant that EAL learners may not have had access to models of good English language and EAL pedagogy and sufficient opportunities to rehearse and practice speaking in English, particularly in the key language areas of listening, speaking, reading, and writing. This directly impacts their access to curriculum learning and further delays their educational progress compared to their non-EAL peers. The aim of the research is to study the impact of Covid-19 and school closures on EAL learners. The methodological approach for this research comprises a range of surveys including:
- School leadership survey
- Teaching staff survey
- Pupil survey
- Parent survey
The main findings of the surveys confirm Covid-19 has created significant disruption to EAL learners’ education and suggests that they are being increasingly left behind their peers, not only in developing English proficiency but also in closing the achievement gap. It suggests that the Covid-19 pandemic has had a significant negative impact on EAL learners relative to their peers. The main reasons for the negative impact and the widening achievement gap between EAL pupils and their peers include:
- less support in improving English proficiency during lockdown
- missing access to small group lessons and one-to-one support in school
- less access to technology for online learning
- lack of parent English language skills to support learning at home
In this webinar, we presented the findings of the survey and the key message for policymakers and school practitioners to support EAL pupils.
Our Presenters:
Professor Feyisa Demie, Head of Research in Lambeth LA and Honorary Professor at Durham University, introduced the research and the key findings of the leadership survey
Amanda Bellsham-Revell (EAL Consultant), shared the findings of the teacher’s survey and some of the good practices to support EAL pupils.
Cordelia Cooper (Wyvil Deputy Head and current Interim Headteacher at Ashmole School), shared good practices at Wyvil Primary School to support EAL pupils during the school closures.
Webinar 3 – A presentation on multilingual children, their development, and wellbeing
In this third joint webinar between NALDIC and the Chartered College of Teaching, Dr Napoleon Katsos, reader at the University of Cambridge and Dr Lisa-Maria Muller, Education Research Manager at the Chartered College of Teaching, explored the links between multilingualism in the family and child well-being.
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The COVID-19 crisis has highlighted the role of children’s home learning environment and the Chartered College’s own research has shown that many teachers have recognized its importance and would like to improve links with parents and families as a result. This presentation will therefore focus on one important aspect of the home learning environment; multilingualism and how the knowledge (or lack of knowledge) of multiple languages can affect children’s well-being.
The presentation is based on findings from the presenters’ recently published scoping review, which was co-authored with their colleagues Dr Katie Howard, Dr Elspeth Wilson and Dr Jenny Gibson. It is also linked to the theme of the summer issue of the EAL journal, which will focus on children’s home learning environment and will feature a summary of the issues discussed in this presentation.
Shared materials:
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Our presenters:
Dr Napoleon Katsos
Reader in Experimental Pragmatics, University of Cambridge
Dr Napoleon Katsos is Reader in Experimental Pragmatics at the University of Cambridge. He is interested in how psychological research can inform theoretical linguistic inquiry and vice versa. His particular focus is in the area of semantics and pragmatics, and in language learning by monolingual and bilingual children as well as children with Specific Language Impairment and/or Autistic Disorders. He is also Director of Studies for Linguistics at Trinity College, Cambridge. He enjoys taking part in public engagement events and explaining why linguistics is a fascinating topic. Napoleon also thinks that it is important to communicate research findings to the professionals that can make best use of them in practice, in education and mental health – something that he and his colleagues do thanks to the Cambridge Bilingualism Network.
Dr Lisa-Maria Muller
Education Research Manager, Chartered College of Teaching
Dr Lisa-Maria Muller is Education Research Manager at the Chartered College of Teaching, where she works on linking research and practice. She leads on the College’s research work, manages content for the member platform MyCollege and runs the Science Teacher Journal Club project. Before joining the Chartered College of Teaching, Lisa-Maria worked as a postdoctoral research associate at the Universities of Cambridge and York on two projects relating to foreign language learning. At the University of Cambridge, she was also a member of the Cambridge Bilingualism Network and contributed to research and outreach work on multilingualism which included studying the effects of a bilingual education on children’s literacy development, the co-organisation of stakeholder workshops and the co-development of a resource pack for antenatal teachers. In her PhD thesis Lisa-Maria investigated the similarities and differences between typically developing multilingualism and multilingual language disorders. She is a qualified teacher and has worked in secondary schools in Austria and England.
Webinar 2 – A presentation and Q&A on supporting multilingual pupils in early years settings
This is the second webinar in a series of joint events between NALDIC, the National Association for Language development in the Curriculum, and the Chartered College of Teaching, the professional body of teachers in England.
During this webinar, Prof Victoria Murphy (Professor of Applied Linguistics, University of Oxford) explored how multilingual pupils can be supported in early years settings. The webinar was chaired by Dr Lisa-Maria Muller (Education Research Manager, Chartered College of Teaching).
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More and more children around the world are growing up with more than one language. A typical scenario for emergent multilingual children around the world is one where they speak a language in the home that is not the same as the dominant, society language, and importantly, not the language of formal education. These children are referred to as English as an Additional Language (EAL) in the UK. For many EAL children, their first experience with formal education marks their first sustained exposure to English, the dominant language.
In this webinar Prof Murphy talked about observed stages of language development in the dominant (second language) from research investigating young EAL children in early years settings. Prof Murphy then reviewed some of the research that has examined the role of the home language environment in supporting both the home, and dominant language. Teachers in early years settings have a powerful influence over the language development of all their pupils, and no less so for children with EAL. Prof Murphy therefore concluded by discussing the need for research which directly investigates different approaches to multilingual pedagogy aimed at identifying what constitutes best practice for young EAL pupils.
- Learn more about the stages of language development in young children with EAL and the differences between typical bilingual development and language impairment
- develop a better understanding of the relationship between children’s first and second language development
- explore the role of the home environment in supporting language development.
Shared materials:
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Webinar 1 – A presentation on effective EAL teaching practices | October 2020
Dr Naomi Flynn (Chair of the Events Committee, NALDIC & Associate Professor, University of Reading) joined Dr Lisa-Maria Muller (Education Research Manager, Chartered College of Teaching & co-opted member of the NALDIC executive committee) to talk through some principles of effective teaching for EAL learners, and some practical strategies that are relatable for teachers in different contexts.
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Drawing on her research and practical experiences working with teachers in linguistically diverse settings, Naomi showcased examples of strategies from classrooms where teachers are committed to a talk-rich environment in which their EAL learners can thrive. Participants were then split into breakout groups after the initial presentations to discuss the ideas in their own context with other participants.