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 71<br />
me<strong>an</strong> no of <strong>an</strong>imal<br />
figures per script<br />
1.2<br />
1<br />
0.8<br />
0.6<br />
0.4<br />
0.2<br />
0<br />
EAL3 EAL4 EAL5 EMT3 EMT4 EMT5<br />
Figure 19 The me<strong>an</strong> number of <strong>an</strong>imal metaphors <strong>an</strong>d similes per story (N=70)<br />
A list of the vocabulary of the metaphors <strong>an</strong>d similes (Table 12) shows the gre<strong>at</strong>er<br />
r<strong>an</strong>ge of <strong>an</strong>imals used <strong>in</strong> the stories by EAL learners achiev<strong>in</strong>g level 5.<br />
Animal<br />
vocabulary<br />
EAL 3 EAL 4 EAL 5 EMT 3 EMT 4 EMT 5<br />
stampede (2) stampede (2)<br />
stampede (3)<br />
…galloped galloped<br />
budgies<br />
butterflies<br />
cheetahs<br />
dogs<br />
gorilla<br />
lions<br />
owl<br />
<strong>an</strong>imals<br />
bee (2)<br />
butterflies<br />
c<strong>at</strong> …<br />
cheetah (2)<br />
dogs<br />
eleph<strong>an</strong>ts<br />
horse (2)<br />
k<strong>an</strong>garoo<br />
lion<br />
monkey<br />
pigeons<br />
rh<strong>in</strong>os<br />
snake<br />
eleph<strong>an</strong>ts (4)<br />
gorilla<br />
parrot<br />
r<strong>at</strong><br />
eagle<br />
eleph<strong>an</strong>ts<br />
gazelle<br />
puppy dog<br />
rh<strong>in</strong>os<br />
tiger<br />
cheetah<br />
chick<br />
fox..<br />
hare<br />
lions<br />
squirrel<br />
Table 11 Animal vocabulary used <strong>in</strong> figur<strong>at</strong>ivel<strong>an</strong>guage<br />
A wide r<strong>an</strong>ge of other sem<strong>an</strong>tic fields were used <strong>in</strong> figur<strong>at</strong>ive l<strong>an</strong>guage, but only<br />
<strong>an</strong>imals were used <strong>in</strong> such numbers by so m<strong>an</strong>y children.<br />
6.3.5 Errors with metaphors <strong>an</strong>d similes<br />
Metaphors <strong>an</strong>d similes quite often appeared ‘odd’ <strong>in</strong> some way to <strong>an</strong> adult reader.<br />
Around 18% of all uses of figur<strong>at</strong>ive l<strong>an</strong>guage could be said to conta<strong>in</strong> errors, which<br />
c<strong>an</strong> be cl<strong>as</strong>sed <strong>as</strong> either errors of appropriacy or of accuracy.<br />
Errors of appropriacy<br />
There were several ways <strong>in</strong> which metaphors <strong>an</strong>d similes might be deemed<br />
<strong>in</strong>appropri<strong>at</strong>e, the most common be<strong>in</strong>g a comparison th<strong>at</strong> had neg<strong>at</strong>ive connot<strong>at</strong>ions.<br />
For example:<br />
hair <strong>as</strong> brown <strong>as</strong> soil (EAL 4)<br />
his f<strong>in</strong>e blonde hair became <strong>as</strong> stiff <strong>as</strong> le<strong>at</strong>her (EMT 5)
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