After school Language in the Curriculum (LinC) course

Context

The Basingstoke Language in the curriculum (BLinC) after school course was set up in 2008 to offer additional provision to advanced EAL learners from local secondary schools.  This was a joint decision between local schools, colleges, the Connexions service and EMTAS.  

Basingstoke College of Technology provides accommodation free of charge each week for the course, which is staffed by EMTAS teachers.  EAL learners from 4 different secondary schools regularly attend.  Holding the course at BCOT offers a neutral location and an opportunity for students to familiarise themselves with the college.

The aims of the course are:

• To support students to develop their writing skills, specifically to move them from conversational, informal English to more academic English, linked to GCSE English . Many of these students may struggle to achieve a C grade at GCSE in English, despite the fact that conceptually they may be at this level.

• To reduce the number of students having to re-take GCSE English, or sit IELTS to obtain a C/equivalent at college, or delay study of their chosen course due to poor English skills

• For students to understand some of the language demands of different college courses and increase awareness of subject choices at college at an early stage.  Visits from the local Connexions adviser are an important feature of the course.

• To familiarise students with what is on offer at both colleges. Although the course is held at BCOT, there are also visits to Queen Mary’s College (Sixth Form) and an opportunity to meet staff and students.

Course Ethos

• The course aims to create a fun and relaxed environment in which students do not feel inhibited to take part and where learning is enjoyable and stimulating.  Joint agreement of ground rules in Session 1 focus on the need to respect other members of the group, and to allow quieter students to feel confident to speak.

• Although the main focus is on writing, the language needed for writing is practised and consolidated through a variety of interactive speaking and listening activities. The aim is to provide as much oral rehearsal as possible prior to writing.

• Students’ first languages are seen as a valuable resource. This is openly discussed at the first session where ground rules for use of English and other languages is jointly agreed by tutors and students.  Usually, students highlight the need to take care not to exclude other members of the group, and to translate where necessary. Often, it is necessary to use mainly English within the activities so that particular language can be practised.  However, at some points, students who share a common language may find it useful to gather their thoughts together, or draft ideas, or check their understanding, using first language.

• LinC is curriculum related and aim to practise and develop the English needed in the classroom. We do not use decontextualised exercises – for example grammar or vocabulary in isolation. These important areas are linked in with what is needed back in the classroom.

• LinC runs in partnership with local colleges and Connexions services.

• ICT, particularly internet access is essential, as students often use on line translation sites / dictionary sites, and use a variety of media to produce pieces of writing creatively.

Course content and curriculum

Teaching is usually arranged into 6 week blocks for which a detailed scheme of work is available, written by EMTAS in conjunction with colleagues from schools.  Usually, schemes of work are written around a central theme, which often arise from students’ interests or experience.  Activities aim to develop students’ use of English in the skills and knowledge required for Grade C and above in GCSE English. Cross curricular links (for example  the relevance of particular language structures and vocabulary) are made clear and discussed by students.  For instance, a recent scheme of work based around the theme of travel and tourism focussed on a text about Cornwall, where students categorised vocabulary in different ways, including geographical words.

Often, visiting speakers are incorporated into activities. For example, during the same scheme of work, travel and tourism students from BCOT came to speak to students about their course and to answer questions.  

Schemes of work generally culminate in an activity where students showcase the work they have been doing.  Sometimes, other teachers and or parents are invited to these sessions.

For further information

Please contact EMTAS for details of courses in your area.