Sydney Region ESL Network meeting term 1

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Planning for ESL teaching

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Sydney Region ESL Network meeting term 1

  1. 1. Sydney Region ESL Network meeting Presenter: Janet FreemanESL/Multicultural Consultant K-6janet.freeman@det.nsw.edu.au
  2. 2. Acknowledgement of country
  3. 3. Up dating ERN data• Identify all new arrivals in Maintain ESL• make a list from each grade• Assess for phase• Enter phase data in Maintain ESL• Enter date of assessment• Amend phase data for all students Phase 1 for 12 months• Amend phase data for all students Phase 2 for 3 or more years
  4. 4. What underpins an ESL program BICS AND CALPAccording to Cummins (1984), there are 2 stages oflanguage proficiency. The first stage includes BasicInterpersonal Communication Skills (BICS) and thesecond stage is Cognitive/Academic LanguageProficiency (CALP).– It takes 1-2 years for a new ESL student to be fluent inthe first stage (BICS).– It takes 5 – 7years for an ESL student to developproficiency in CALP with ESL support.While these stages are sequential they may overlap inacquisition
  5. 5. Timetabling ESL supportESL new arrivals support should be provided toNAP students in years 2-6 for 1-2 terms who havelittle or no English• NAP support should provide students with survival skills to negotiate school and support basic literacy and language across the KLA’s.• NAP support should be provided daily for 45-60 minutes• NAP support should have clear goals and a structured program
  6. 6. Timetabling ESL supportESL support may be provided to kindergarten whohave little or no English in the context of a play-based language program across KLA’s in class.• It is NOT recommended that kindergarten or yr1 new arrivals be withdrawn for NAP support. They need to become accustomed to their class and teacher.• For young students who are new arrivals, language support is best provided in the classroom where they feel safe.
  7. 7. Timetabling ESL supportESL support for phase 2-3 students across theschool should aim to build academic language inthe Key Learning Areas• It is NOT recommended that ESL teachers provide support during guided reading with a guided reader!• Guided readers DO NOT provide the academic language students need to hear, say, read and write in order to learn.• Where possible aim to provide a focused language and literacy program within a KLA.
  8. 8. Planning for teachingIdentifyThe students in grades 2-6 who require ESLsupport. These students• Will not be achieving stage outcomes in English in reading or writing (although they may be speaking quite confidently in English)
  9. 9. Planning for teachingIdentifyWhen, how often and how you will provide thefocused language program• It is not always possible to provide ESL support in every classroom everyday. 3-4 times pwk is good• Once you have identified the numbers of students across a grade/stage you may need to negotiate how you provide the support.• A parallel lesson that runs at the same time may be the best option
  10. 10. Planning for teachingIdentify• School focus (writing, mathematics, talking)• Grade focus (Australian animals, planets, food)• The syllabus outline for the outcomes• The technical language demands of the unit• The grammatical language demands• The assessment task/ any differentiation• The activities you will need to create to assist students achievement
  11. 11. The ESL ProgramAn ESL program should be written for everygroup/class or grade you support listing the target studentsIt should include:• the KLA outcomes/English outcomes• ESL Scales level/s for each macro skill• A list of the target language and grammar focus• The text/s the students will read• An explanation of the activities the students will do to achieve the outcomes• A rubric or marking criteria for the final assessment
  12. 12. The role of talk• Consider, in relation to oral language use, the relationship between talk and learning and task design (the role of teacher talk, students’ participation opportunities, the role of L1 etc and the selection, sequencing and pacing of activities plus the resources used all support language development).
  13. 13. risk taking constructing persuading deconstructing reviewing reconstructingCritically TALK explaininganalysing deducing Facilitates hypothesising questioning describing recounting negotiating instructing
  14. 14. ESL specialist knowledge
  15. 15. Language based Communicative activitiesCommunicative activities provide students with theopportunity to hear and use language.They provide a situation where there is a need touse language in order to do the task.Communicative activities use pair and grouporganisation and ESL students can be paired with amore proficient language model. The languageneeded to participate in the task must beintroduced to the student before the task begins.
  16. 16. the mode continuum‘spoken’ ‘written’ (language (language accompanying in reflection) action)
  17. 17. The dynamic nature of oral interaction around a task.Jackie: Let it go. You gotta … you gotta count.Craig: No, you. I’m doing this.Jackie: You’re moving it with your hand. It won’t …Paula: Hang on. If … What if … um … Let’s get a …Jackie: Yeah … we could hang it from the desk.Craig: How?Jackie: I dunno. Where’s … what about …Paula: Stickytape!Craig: No, it … it’d come off. Got a thumbtack?… Here. Put it here.
  18. 18. the mode continuum‘spoken’ ‘written’ (language (language accompanying in reflection) action) task-based group work
  19. 19. Unplanned reflection on task (loose structuring)Craig: We got the … made the … pendulum thing … that had a bit of a … on … a … just of bit of string and a bit of plasticine … and to tie that on and sort of … then we made a …Jackie: … stuck it to the desk …Craig: …to the desk and then we had to put it up higher because it was too long and it would’ve hit the ground so we put the books under the desk and then we had trouble … um … because it wouldn’t work properly and we kept making the string longer and we … um … we got about 58 centimetres … no …58 seconds … and 60 things … but we never got it exact … the right amount.
  20. 20. the mode continuum‘spoken’ ‘written’ (language (language accompanying in reflection) action) task-based group work reflection on task (unprepared)
  21. 21. Planned oral presentation
  22. 22. Planned oral presentationPaula:We had to make a pendulum that would swing 60 times in aminute. First we got a string, some plasticine and astopwatch … and a ruler. There were two ways we tried tomeasure the pendulum - first by changing the length of thestring and secondly by changing the amount of plasticine …the weight.When the string was 75 centimetres long it took 57 secondsto get 60 swings. Then we kept repeating the experimentand changing the length and the weight, but we couldn’t getthe velocity exact.We think that the longer the string is the longer time it takes.
  23. 23. the mode continuum‘spoken’ ‘written’ (language (language accompanying in reflection) action) task-based group work reflection oral on task presentation (unprepared) (prepared)
  24. 24. ‘Our conclusion …’ A pendulum consists of a weight suspended on a string, rod or wire. When the weight is moved and let go, the pendulum will swing back and forth in a regular motion. The frequency of the pendulum swing depends on the length of the string or wire. The shorter the wire, the greater the frequency or how fast it goes back and forth. If you know the length of the pendulum, you can work out its frequency.
  25. 25. the mode continuum‘spoken’ ‘written’ (language (language accompanying in reflection) action) task-based written final group work notes draft reflection oral jointly- on task presentation constructed (unprepared) (prepared) text
  26. 26. the mode continuum‘spoken’ ‘written’ • dialogue (interactive, jointly constructed) • monologue (sole responsibility) • spontaneous, fleeting • planned, frozen (time available for reflection) • ‘first draft’ • ‘edited’ (eg sifting relevant from irrelevant) • flowing (grammatical intricacy) • compact • lexically sparse • lexically dense • independent of context • embedded in context (distanced in time & space) • tentative exploration, clarifying • consolidation of knowledge, thinking, making mistakes (making ‘deeper’ connections, filling gaps, pulling threads together) • oral features • written features (intonation, volume, pitch, pauses, stress) (handwriting, punctuation, layout)

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