Conference Programme (PDF, 1019KB) - Trinity College Dublin

abstracts by stream and session
(Lyons and Little, 2009; ESRI, 2009) reveals, however, that English language instruction is not directly linked to the specialized language
demands of the post-primary curriculum. This discussion addresses the need to facilitate students’ subject-specific language learning
by offering comprehensive characterizations of the hallmarks of academic English language in the core curriculum subjects (English,
Geography, History, Mathematics, Science, Civic, Social and Political education), as these are manifested in the written academic
discourse of school textbooks.
First, I demonstrate how detailed linguistic profiles for what is typical in texts for each subject area were constructed using a corpusbased
methodology. This involved a computational analysis of six text corpora, designed to represent specialized language use in
the thirty most commonly used subject textbooks. The linguistic analysis of corpora was focused on subject-specific language at a
lexical, grammatical and semantic level and it was facilitated by WordSmith Tools 4 Scott; 2004) and Wmatrix2 (Rayson; 2008). Initially,
quantitative and qualitative analyses of individual subject-specific corpora illuminated the distinctive lexico-grammatical characteristics
(e.g., keywords, collocations, multi-word units, key grammatical categories) and semantic fields (together with the associated lexical
items) of each subject area. Subsequently, a comparison of academic language use among subjects revealed a common academic core
comprising linguistic features used across subjects.
In the second part of the discussion, I briefly discuss the pedagogical applications of these insights into academic English language use
in the Irish post-primary curriculum with respect to curriculum and materials development and the design of language tests for language
support. The implications of these findings for a whole-school approach to language learning across the curriculum are also considered,
arguing that a visible pedagogy which makes explicit the way the curriculum is constructed in language can promote all students’
academic literacy development (including native speakers of English) (Schleppegrell, 2004). I conclude by suggesting that, since migrant
education is, and will remain, a common concern across Europe and beyond, the present research may be immediately relevant and
applicable to other educational contexts with similar pedagogical needs.
SESSION 7f The TII’s English Language Support Programme II
Assessing the impact of ELSP materials in post-primary language support and mainstream subject classrooms
Zach Lyons, Trinity College Dublin, Ireland
The concept of successfully integrating newcomer students with ESL needs into the language of schooling and the mainstream postprimary
school curriculum is multi-dimensional, involving the successful integration of cultural adjustment, language and learning skills
and lexico-grammatical development. Within the Irish post-primary school context the successful teaching of Academic English derived
from subject textbooks and examination papers plays an important role in the integration of all students – not just ESL learners - as it
informs the language of instruction, of communication and of assessment within the classroom.
During 2007-2010, the English Language Support Programme (the Trinity Immigration Initiative, Trinity College Dublin) developed
and exploited a comprehensive corpus of post-primary curricular subject textbooks, teacher guidelines and examination papers. This
open corpus of nearly 5.2 million words permits a focus to be directed on subject-specific language which, in turn, has informed the
development of a large array of materials designed to support teaching and learning at each of the CEFR A1-B2 Benchmarks. The
mediation of these materials to teachers and students alike is web-based. This paper reports on the impact of this array of materials in
post-primary ESL and mainstream subject and learning support classrooms. As evidenced by internet usage metrics, teacher feedback
and classroom observation, the units are currently being widely used. A survey of 18 language support teachers, 2 learning support and
8 mainstream subject teachers in 14 schools shows the role the materials have played both in the linguistic development of the teacher
and in the linguistic, functional literacy and metacognitive development of the learner. The data suggest that the materials have greatly
facilitated access to the Academic English of the curriculum to the point that they are commonly used by SEN and resource teachers who
work with learners displaying other learning needs.
Instructional findings and implications for the post-primary curriculum will be discussed and challenges for the future development and
use of the materials will be outlined.
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