EMTAS EAL e-Learning 2

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The role ofEAL Co-ordinator14Interactivechart(podcasts)• BY THE END OF THIS UNITYOU WILL HAVE:• learned about the multifaceted nature ofthe role of EAL Co-ordinator• found out how you can best performyour role in collaboration with otherpractitioners in your school• made a start on a development plan• APPROXIMATE TIME FORCOMPLETION:40 minutes• TARGET AUDIENCE:• CONTENT AND ACTIVITIES:• Access information around the key areasfor development in the role of an EALcoordinator• Listen to a series of podcasts about thejourney taken by a member of staff intheir new role as EAL Coordinator• Identify key roles and responsibilitieswith the school• Create a development plan using aninteractive drag and drop activity• RELATED UNIT(S):All other EAL E Learning unitsThis unit is particularly relevant to themember of staff who oversees practiceand provision for BME and EAL learners,especially those new to the role.
Perspectives on multilingualism -schools, children and families15Make a visualaide-mémoire• BY THE END OF THIS UNITYOU WILL HAVE:• have reflected on personal experiencesof multilingual practice in a specificworking context• considered typical questions related touse of languages for learning within theschool, home and wider community• explored case studies showing howto capitalise more effectively on themultilingual proficiencies of children,parents and other adults within thewhole school community• CONTENT AND ACTIVITIES:• Reflect on personal experiences bywatching a Videoscribe about use of firstlanguage in the school, home and widercommunity• Tackle a range of complex questionsrelated to use of first language in theschool, home and wider community• Consider best practice by viewing crossphasecase studies• Design a visual aide-mémoire arounduse of first language for teaching andlearning• APPROXIMATE TIME FORCOMPLETION: 40-45 minutes• TARGET AUDIENCE:• RELATED UNIT(S):Bilingualism, First language (L1) Assessment,Culturally Inclusive SchoolThis unit will be relevant for The EALcoordinator, Bilingual assistants andteachers/teaching assistants.
Page 1 and 2: EMTAS EAL e-LEARNINGA set of high-q
Page 3 and 4: Roles mapping forEAL e-Learning3e-L
Page 5 and 6: Core principles of workingwith new
Page 7 and 8: Working with parentsand the communi
Page 9 and 10: Bilingualism 1 - The learner9Langua
Page 11 and 12: Meeting the educational needs of an
Page 13: First Language (L1) Assessment13L1
Page 17: 17Ethnic Minority and TravellerAchi

EMTAS EAL e-Learning 2

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