Writing in English as an Additional Language at Key Stage 2
Writing in English as an Additional Language at Key Stage 2
Writing in English as an Additional Language at Key Stage 2
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<strong>Writ<strong>in</strong>g</strong> <strong>in</strong> <strong>English</strong> <strong>as</strong> <strong>an</strong> <strong>Additional</strong> L<strong>an</strong>guage <strong>at</strong> <strong>Key</strong> <strong>Stage</strong> 2 70<br />
frequency. Table 10 <strong>an</strong>d Figure 18 show how m<strong>an</strong>y metaphors <strong>an</strong>d similes were used,<br />
on average, by those writers who used figur<strong>at</strong>ive l<strong>an</strong>guage.<br />
Average no of<br />
<strong>in</strong>st<strong>an</strong>ces per story<br />
(N=70)<br />
EAL 3 EAL 4 EAL 5 EMT 3 EMT 4 EMT 5<br />
1.5 3.0 5.4 2.4 3.5 4.4<br />
Table 9 The me<strong>an</strong> number of metaphors <strong>an</strong>d similes per story (N=70)<br />
6<br />
5<br />
4<br />
3<br />
2<br />
1<br />
0<br />
EAL3 EAL4 EAL5 EMT3 EMT4 EMT5<br />
Figure 18 The me<strong>an</strong> number of <strong>in</strong>st<strong>an</strong>ces per story <strong>in</strong> which figur<strong>at</strong>ive l<strong>an</strong>guage w<strong>as</strong> used<br />
(N=70)<br />
6.3.4 Animal metaphors <strong>an</strong>d similes<br />
It w<strong>as</strong> noticeable th<strong>at</strong> m<strong>an</strong>y <strong>in</strong>st<strong>an</strong>ces of figur<strong>at</strong>ive l<strong>an</strong>guage (14%) <strong>in</strong>volved <strong>an</strong>imals,<br />
used to describe Characters, e.g. eyes like a c<strong>at</strong>’s, <strong>an</strong>d to describe the queue rush<strong>in</strong>g<br />
<strong>in</strong>to the shop shown <strong>in</strong> the third storyboard picture:<br />
the children rushed <strong>in</strong> like if loads of eleph<strong>an</strong>ts saw one little r<strong>at</strong> (EMT 3)<br />
the children r<strong>an</strong> <strong>in</strong>to the entr<strong>an</strong>ce like a group of cheetahs (EAL 4)<br />
The proportion of <strong>an</strong>imal metaphors <strong>an</strong>d similes to the total numbers varied by level.<br />
EAL use of <strong>an</strong>imal metaphor <strong>in</strong>cre<strong>as</strong>ed with level, where<strong>as</strong> EMT writ<strong>in</strong>g showed the<br />
opposite trend, with level 3 us<strong>in</strong>g much more th<strong>an</strong> levels 4 <strong>an</strong>d 5 (Table 11)<br />
Animal metaphors <strong>an</strong>d<br />
similes <strong>as</strong> percentage<br />
of all figur<strong>at</strong>ive<br />
l<strong>an</strong>guage<br />
EAL 3 EAL 4 EAL 5 EMT 3 EMT 4 EMT 5<br />
0 10.7 19.7 26.3 12.5 7.1<br />
Table 10 Animal metaphors <strong>an</strong>d similes <strong>as</strong> % of all figur<strong>at</strong>ive l<strong>an</strong>guage<br />
When we look <strong>at</strong> the use of <strong>an</strong>imal metaphors <strong>an</strong>d similes per story (Figure 19), the<br />
highest frequency is <strong>in</strong> stories by EAL learners achiev<strong>in</strong>g level 5.