F4XC 04 (CCLD 350)Support bilingual/multilingual pupils

Elements of competence

CCLD 350.1Support development of the target language

CCLD 350.2Support bilingual/multilingual pupils in accessing the curriculum

About this Unit

This Unit is about the support provided to bilingual/multilingual pupils for language

development and learning across the curriculum in the appropriate second or additional language.

This Unit is for those who support pupils whose first language is different to that used to deliver the curriculum and who may or may not themselves use the pupil’s first language. It is suitable for those who provide support for English as an additional language (EAL), or Welsh or Gaeilge as a second language.

This Unit originates from the National Occupational Standards for STL35 Supporting Teaching and Learning in schools.

Links to other Units

This Unit may provide evidence for the following:

STL11Contribute to supporting bilingual/multilingual pupils

STL18Support pupils’ learning activities

STL23Plan, deliver and evaluate teaching and learning activities under the direction of ateacher

STL36Provide bilingual/multilingual support for teaching and learning

Keywords

What we mean by some of the words used in this Unit
Bilingual/multilingualpupils / Pupils whose first language is different to that used to deliver the curriculum and who, therefore, need to develop a second or additional language to access the curriculum.
Bilingual/multilingual pupils include those for whom English is an additional language and those for whom Welsh or Gaeilge is a second language.
Families / Includes parents (mothers and fathers) and carers and extended and chosen families who contribute significantly to the well-being of individual pupils and who may or may not have legal responsibility.
Language skills / The ability to speak/talk, listen, read and write in the targetlanguage.
Problems / Situations and circumstances that adversely affect yourability to provide appropriate support for bilingual/multilingualpupils. Problems could relate to:
learning resources, eg quantity, quality, suitability, availability
the learning environment, eg space, comfort, noise level, disruptions
the pupil’s ability to learn, eg self-esteem, confidence
attitude to learning, concentration, behaviour
Relevant people / People with a need and right to provide and receiveinformation about bilingual/multilingual pupils. This willinclude the teacher responsible for the pupil but may alsoinclude others such as the ethnic minority achievementcoordinator, bilingual language support teacher, bilingualteaching assistants, EAL specialist teacher, language coordinator, English/Welsh/Gaeilge language teacher,relevant local authority advisory or peripatetic staff, asrelevant to the setting. Information sharing must alwaysadhere to the school’s confidentiality policy and childprotection procedures.
Resources / Teaching and learning resources to provide effective accessto the curriculum, including written materials, videos, DVDs,bilingual and pictorial dictionaries, bilingual software.
Support / The assistance you give to bilingual/multilingual pupils forlanguage development and learning across the curriculum.In providing support for pupils you will be working on a one to-one basis with individual pupils as well as supporting thepupils during group and class activities.
Target language / The additional or second language needed by pupils whosefirst language is different to that used for teaching andlearning.

Knowledge specification for this unit

Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.

You are required to know and understand how to promote child/young person’s development in the age range that you work with. Where you work across different age ranges you will need to select the age range for which you are likely to be able to provide the most comprehensive and high quality evidence.

In addition to the above you are also required to provide evidence of your detailed knowledge and understanding of child and young person development for each of the age ranges:-

0–3 years

3–7 years

7–12 years

12–16 years

To be competent in this Unit, you must know and understand the following: / Enter Evidence Numbers
1The school’s policy and procedures for supporting bilingual/multilingual pupils.
2The school’s policies and practices for inclusion, equality of opportunity, multiculturalism and anti-racism.
3The process and stages of language acquisition and the factors that promote or hinder language development.
4How to obtain and interpret information about a pupil’s language and educational background, capabilities and skills and language support needs.
5Strategies suitable for supporting pupils in developing their speaking/talking, reading and writing skills in the target language and how these relate to specific learning activities across the curriculum.
6The interactive use of speaking/talking, listening, reading and writing to promote language development in pupils.
7How to plan and evaluate learning activities to support development of the targetlanguage.
8How aspects of culture, religion, upbringing, home and family circumstances and emotional health could affect the pupils’ learning and how to respond to these.
9How to use praise and constructive feedback to promote pupils’ learning and language development.
10The role of self-esteem in developing communication and self-expression and how to promote the self-esteem of pupils through the support you provide.
12The curriculum plans and learning programmes developed by the teachers with whom you work when supporting bilingual/multilingual pupils.
13How to provide appropriate support for bilingual/multilingual pupils according to their age, emotional needs, abilities and learning needs.
14How to identify and develop culturally and linguistically appropriate teaching and learning materials.
15The sorts of problems that might occur in providing support for bilingual/multilingual pupils and how to respond to these.
16How to monitor, assess and feed back information on pupils’ participation and progress across the curriculum to pupils and relevant people within the school.

CCLD 350.1 Support development of the target language

Performance Criteria
DO / RA / EW / Q / P / WT
1Clarify and confirm with relevant people:
(a)the strategies to be used to support bilingual/multilingual pupils in developing language skills in the target language
(b)your role and responsibilities for supporting development of the target language
(c)the pupil(s) you will be working with
(d)how success is to be measured
2Obtain accurate and up-to-date information about the pupil’s first and target language development and use this knowledge in providing appropriate support for the pupil.
3Provide opportunities for the pupils to interact with yourself and others using their knowledge of the target language.
4Use language and vocabulary which is appropriate to the pupils’ age, level of understanding and stage of target language development.
5Utilise opportunities to model the target language for the pupils and to scaffold their learning of the target language.
6Use appropriate strategies for introducing the pupils to new words and languagestructures to help extend their vocabulary and structural command of the target language.
7Provide opportunities for the pupils to practise new language skills.
8Use praise and constructive feedback to maintain the pupils’ interest in the learning activities.
9Respond to pupils’ use of home language and local dialects in a manner which values cultural diversity and reinforces positive self-images for the pupils.
10Provide feedback to relevant people on the progress made by the pupils in developing language skills in the target language.

CCLD 350.2 Support bilingual/multilingual pupils in accessing the curriculum

Performance Criteria
DO / RA / EW / Q / P / WT
1Clarify and confirm with the teacher:
(a)the teaching and learning objectives of the activities
(b)your role in supporting the teaching and learning activities and how this relates to the teacher’s role
2Use appropriate teaching, learning and assessment methods to:
(a)draw on pupils’ previous knowledge and experiences to encourage their active involvement in learning activities
(b)provide opportunities across the curriculum to develop the pupils’ target language skills
(c)provide opportunities for the pupils to interact with others and contribute to group and class discussions
(d)support the pupils in ways which encourage their development as independent learners
(e)support the development of subject-specific language
3Identify and develop a range of culturally and linguistically appropriate resources to provide effective access to the curriculum.
4Communicate effectively and sensitively with pupils to support their learning and where appropriate with their families.
5Deal with the challenges of the language demands of learning activities in ways that maintain the pupils’ confidence and self-esteem.
6Use praise and constructive feedback to maintain the pupils’ interest in the learning activities.
7Monitor the pupils’ progress in developing language skills and modify the type and level of support provided if necessary.
8Take appropriate action to resolve any problems in supporting pupils during learning activities.
9Provide feedback to relevant people on the pupils’ participation and progress in different curriculum areas.

DO = Direct ObservationRA = Reflective AccountQ = Questions

EW = Expert Witness P = Product (Work)WT = Witness Testimony

To be completed by the Candidate
I SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..

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Unit: F4XC 04 (CCLD 350)Support bilingual/multilingual pupils