Assignment Brief STL3D13: Understand how to support bilingual learners (Y/616/5971) Unit summary This unit provides the knowledge and understanding to support bilingual learners in a learning environment

Assignment Brief STL3D13: Understand how to support bilingual learners (Y/616/5971) Unit summary

This unit provides the knowledge and understanding to support bilingual learners in a learning environment.

Credit value

3

Guided learning hours

15

Level

3

Mandatory/optional

Mandatory for Diploma

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

eg page number & method

Assessor

Initial and date

1. Understand how to contribute to the assessment of bilingual learners

1.1 Define the terms:

English as an additional language (EAL) bilingual advanced learner of EAL  

 

1.2 Explain the importance of conducting an initial assessment of bilingual learners

 

 

1.3 Identify the types of information relevant people may require to help them in meeting the learning, language development and well-being needs of the bilingual learner

 

 

1.4 Explain why a specialist assessment may be required

 

 

2. Understand how to support bilingual learners to access the curriculum

2.1 Explain the importance of using the learners’ preferred language to introduce and settle them into the learning environment

 

 

2.2 Describe different learning activities and resources that can be used to promote personalised learning including development of learners’ language skills

 

 

2.3 Identify the challenges the bilingual learner may face to access learning

 

 

2.4 Describe the strategies that support the learning and language development of individual bilingual learners

 

 

 

Assessment tasks STL3D13: Understand how to support bilingual learners

These non-mandatory tasks have been developed to meet the knowledge learning outcomes for this unit.

Task 1 links to learning outcome 1 (AC 1.1, 1.2, 1.3, 1.4) Read the scenario before attempting the task:

The school is reviewing how it assesses bilingual children and those with English as a second language, in preparation for an Ofsted inspection. The head of primary has called a meeting and asked all staff to prepare by undertaking some research into supporting bilingual children and those with EAL.

Prepare a report for the meeting that:

defines the terms:

English as an additional language

bilingual

advanced learner of EAL

explains the importance of conducting initial assessment of bilingual learners

explains why a specialist assessment may be required

identifies the types of information relevant people may require to help them in meeting the learning, language, development and well-being needs of the bilingual learner.

Task 2 links to learning outcome 2 (AC 2.2) Find out about different learning activities and resources that can be used when supporting bilingual children and young people.

Describe a minimum of two (2) different learning activities and resources that can be used to promote personalised learning including development of learners’ language skills. Task 3 links to learning outcome 2 (AC 2.1, 2.3 and 2.4) Read the scenario before attempting the task:

You are asked by the class teacher to create an information display for the notice board in the school staffroom. The aim of this is to guide new teaching assistants and support staff when working with bilingual children and young people for the first time. You have been supporting three newly arrived children from the same family for the past six months and have useful experiences to share with other staff.

Create a resource to be used for reference for new staff that:

explains the importance of using the learners’ preferred language to introduce and settle them into the learning environment

identifies the challenges bilingual learners may face to access learning

describes a minimum of two (2) strategies that support the learning and language development of individual bilingual learners.