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- 1. English as an Additional Language or Dialect LEARNING ASPECTS OF EAL AND APPROACHES TO EAL/D IN THE PRIMARY CLASSROOM
- 2. What is EAL and EAL/D? Useful Acronyms: EAL – English as an Additional Language EAL/D – English as an Additional Language or Dialect ESL – English as a Second Language L1 – First Language or Mother Tongue L2 – Second Language and subsequent languages TESOL – Teachers of English to Speakers of Other Languages TEFL – Teaching English as a Foreign Language
- 3. What is an EAL/D Student? EAL/D students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English. (ACARA, 2012, p. 3) EAL/D Students are: “Overseas and Australian-born students whose first language is a language other than English.” (ACARA, 2012) Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including traditional languages, creoles and related varieties, or Aboriginal English. (ACARA, 2012) Australia Curriculum, Assessment and Reporting Authority (2012)
- 4. Who are EAL/D Students in Australian Schools? EAL/D Students in Australian Schools Children of mixed nationality languages Refugees and Assylum Seekers Children of Migrants Children of University Students Children of Foreign Workers Children Who Speak Aboriginal English as a First Language Children Who Speak an Aboriginal Language as a First Language Adapted from: Davison, C (1991) and Australia Curriculum, Assessment and Reporting Authority (2012)
- 5. Language Learning Theory and Current Approaches and Teaching Methods “First language learning is remarkably similar all over the world” (Lightbown and Spada, 2008) Learning language can be likened to playing a game. At first there are basic moves and rules to learn, but over time and with practice, these become more complex and intricate until a level of expertise is achieved. Three theories of Language Acquisition 1. Behaviourism: children copy the sounds they hear in their environment (p.9) 2. Innatism: Children are born with the ability to learn language and it develops like any other biological function (p.15) 3. Interactionist: children’s language develops as a combination of the characteristics of the child and the environment (p.22) “The idea of how to teach a foreign language affects not just teaching development, but also its results.”(McLaren, Madrid and Buen0, 2005) Current approaches and teaching methods for L2 Acquisition Task-based Language Learning The Lexical Approach Neurolinguistic Programming Multiple Intelligence Theory Cooperative Learning Content-Based Instruction Bilingual Programmes Lightbown, Patsy M. (2008), 'Learning a first language', in Lightbown, Patsy M. & Spada, Nina., How languages are learned, 2nd ed., Oxford University Press, Oxford, pp. 1-25. and McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages.
- 6. Learning A Language Learning A First Language Learning A Second Language • Age • Birth to Teens – Specific language skills can be learnt at later stages • Type of Learning • How the child learns a first language • Learning Context • The processes of first language learning • Age • L2 Language skills are usually learnt in school • Type of Learning • How a child learns a second language • Learning Context • The processes of second language learning Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London
- 7. What are the differences in learning L1 and L2? L1 L2 • Children normally achieve perfect mastery of L1 • Success is almost guaranteed • Little variation in degree of success • Competence in target language • Fossilisation is rare • Children develop intuition of correctness • Instruction is not needed • Correction is generally not necessary • Other factors are rarely involved • L2 learners are not likely to achieve mastery • Complete success is rare • Overall success is varied, as is the route to success • L2 learners are often content with less than competence • Fossilisation and backsliding are common • L2 learners often unable to clearly judge grammar • Instruction is helpful or necessary • Correction is usually helpful and necessary • External factors have a determining role in proficiency Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London
- 8. Transferring Literacy Skills from L1 to L2 The transfer of Literacy Skills from L1 to L2 Directionality Sequencing Shape and sound distinction Decoding skills Semantic and syntactic knowledge Knowledge of text structure Meaning prediction using cues Awareness of purpose of reading and writing Confidence in self as a reader and writer Critical and cultural literacy From Roberts, C.A. (1994). Transferring Literacy Skills from L1 to L2: From Theory to Practice. In the Journal of Educational Issues of Minority Students, p. 209-221. http://www.edtechpolicy.org/ArchivedWebsites/transf13.htm
- 9. Know Your Students Teachers of EAL/D students need to know the following about their students to aid in effective planning of teaching strategies: o Ethnicity o Country of Origin (if non-Aboriginal) o First Language and/or dialect o Other languages spoken at home o Status of Immigration (non-Aboriginal) o Period of time already in Australia (if not born in Australia) o Religious background o History of Education Adapted from: Davison, C (1991) and Australia Curriculum, Assessment and Reporting Authority (2012)
- 10. Planning for Learning: Useful Strategies for EAL/D Teachers “EAL/D students are bilingual learners, and they are already language learners in at least one other language.” (ACARA, 2014) EAL/D Students can be an important resource in the classroom Development of language awareness in other students Maintenance of EAL/D students’ home language is important for English learning Preserves and develops cultural identity The Five Principles of Instruction Present new words frequently and repeatedly in input. Use meaningful, comprehensible input when presenting new words. Limit forced responses during the initial stages of learning new words. Keep forced semantic elaboration during the initial stages of learning new words to a minimum. Progress from less demanding to more demanding vocabulary-related activities. Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.and Before You Know It (BYKI) Software. http://www.transparent.com/about/second-language.html
- 11. Planning for Learning: Linguistic Factors “EAL/D students require specific support to learn and build on the English language skills needed to access the general curriculum, in addition to learning area–specific language structures and vocabulary.” (ACARA, 2014) The 4 Macro skills must be the learning base ‘language’ and ‘literacy’ are not the same All students, including EAL/D students have capacity to understand curriculum content, but need support. Support should be to enable access to curriculum and to demonstrate achievement. Language requirements of tasks must be identified without losing curriculum area content integrity. Australia Curriculum, Assessment and Reporting Authority (2012)
- 12. Planning for Learning: Cultural Factors • All students (including EAL/D) have cultural perspectives on issues and phenomena, and have experience and knowledge. Draw on this to add to classroom experience of all students • Be aware of culturally loaded resources EAL/D students experience may not include content of many images and books • EAL/D students may have different understandings o Included are ethics, history, relationships, families, mathematics, currency, time and temperature etc. • Interpretation of body language o Gestures and body language can be used and interpreted differently. Learning the ‘conventions’ may take years. o Sensitive assistance is highly recommended Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.
- 13. Planning for Learning: Considerations “It is important to consider that students with EAL/D have diverse educational backgrounds.” (ACARA, 2014) They may have: Equivalent schooling to age-group peers in class No, or limited education previously Little or no literacy skills in their L1 language Excellent literacy skills in their L1 language May have had some prior English language learning, including within the 4 macro skills Prior learning of one or more languages or dialects other than English Academic skills in English but need to work on social register Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.
- 14. Feelings & How Does It Feel? (Elementary Level) 1. Feelings Communicative activity 1 & 2 Function: Describing feelings Structure: He/She looks…. He/She feels…. Copy 1 set of pictures and 1 number frame for each student. 2. How Does It Feel? Function: Describing sensual experiences Structure: What does it feel/taste/smell/look like? It feels/tastes/smells/looks….+adjective 1. 1. & 2. Hadfield, J. (1984) Vocabulary 1. sad, happy, tired, angry, worried, surprised, ill, bored, puzzled, frightened, hot, cold. 2. Rough, smooth, sweet, sour, hot, cold, wet, dry, light, heavy, sharp, soft, hard, bright, shiny, furry, prickly, hairy, slippery. 2.
- 15. Communicative activity 3 Whatsitsname? (Intermediate Level) 3. Whatsitsname? Function: Describing objects Structure: a thing which ----s a thing for ----ing with relatives with end prepositions Vocabulary: Cut, open, join, screw, beat, hit, put, write, wash, make, turn, cook, dry, hold, paint, get out of, dig, contain, heat, water, grass, bottle, tin, cork, egg, wood, screw, nail, material, clothes, hole, food,, flowers, hair, paint, fish, earth, tea, coffee, plants, letter, paper. Hadfield, J. (1990)
- 16. Communicative activity 4 The Excuses Game (Advanced Level) 4. The Excuses Game Function: Inviting, accepting and refusing, stating obligations and making excuses. Structure: Would you like to….? How about….? What about….? I’m terribly sorry, but I’m……..-ing / I’ve got to…. I’d love to, but I’m …-ing / I’ve got to… I’m afraid I’m …-ing / I’ve got to… I’d love to. How nice! Great! That would be great/nice/lovely. Vocabulary: bowling, skating Hadfield, J. (1987)
- 17. Activity 5 Eyewitnesses (Advanced Level) 5. Eyewitnesses Function: Talking about and sequencing past events Structure: past and past perfect tense … was going to … … was about to … Sequencing of connectives: after, then, before, etc. Vocabulary: set (tennis), florist’s, pop into, bump into, overdue, -ish (fourish=around four o’clock) Hadfield, J. (1987)
- 18. Other Learning Activities • There are many simple activities to use in the EAL/D classroom which can take just a few minutes to fill the lesson with productive language sessions. These can be used as lesson breaks or fillers. Some examples are: o One Word Stories. This activity is extremely simple. Each student adds a single word to create a group story. Despite the simplicity it can be really challenging but could be used with all levels. Lower levels keep to simple sentences, while higher levels can make more complex sentences. The object is to use higher level vocabulary, especially adjectives and verbs, to create an interesting (and usually humorous) story. o International Manners. Draw two columns on board with headings ‘Good Manners’ and ‘Bad Manners’. Give students a few ideas to get started. Students should be able to fill the table with many examples of both. Make a second table for students to fill in as before, but using the home country of one of the students. Compare. o Telephone Language. Speaking English on the telephone is a difficult task for even advanced level English learners. Roleplay a simple series of situations for students to work on in pairs. Students sit back-to-back. Work through the set of cards, giving pairs to the students (1a and 1b, etc) https://www.teachingenglish.org.uk
- 19. Assessing EAL/D Students Assessing the EAL/D child’s progress Profile of the child’s prior learning Silent phase monitoring (language and social development) Observation by Teacher(s) Portfolios of classwork Tests and set tasks designed by teacher and/or specialist teacher (if one in school) Benchmark achievements Standardised tests Parent/teacher meetings to discuss progress both at school and at home. Adapted from: www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCCA_EALGuidelines.pdf
- 20. References 1: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on April 2, 2014. http://www.acara.edu.au/verve/_resources/EALD_Learning_Progression_revised_Febr uary_2014.pdf Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on April 2, 2014http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language _or_Dialect_Teacher_Resource_05_06_12.pdf British Council and BBC World Service, https://www.teachingenglish.org.uk/ Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London Davison, C. (1990) When nature needs some help! The natural learning approach and the teaching of ESL in the primary school. [online].TESOL in Context; v.1 n.1 p.15-18; 1990. Availability: <http://search.informit.com.au/fullText;dn=167334;res=AEIPT> ISSN: 1030-8385. [cited 02 Apr 14]. Hadfield, J. (1987). Advanced Communication Games. Addison WesleyLonman Ltd. England.
- 21. References 2: Hadfield, J. (1984). Elementary Communication Games. Nelson English Language Teaching. England. Hadfield, J. (1990). Intermediate Communication Games. Addison Wesley Longman Ltd. England. http://easyexpat.blogexpat.com/blog/expat-trends Ireland National Council for Curriculum and Assessment (NCCA), (2006), www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCC A_EALGuidelines.pdf Lcentral English. www.Lcentral.net Lightbown, Patsy M. (2008), 'Learning a first language', in Lightbown, Patsy M. & Spada, Nina., How languages are learned, 2nd ed., Oxford University Press, Oxford, pp. 1-25. Lorna Whiston Sdn Bhd. http://www.lornawhiston.com.my/ McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages. O’Neill, R. 1998, Crucial Differences Between L1 and L2 Acquisition. http://www.tedpower.co.uk/esl0412.html Roberts, Cheryl, A. (1994) Transferring Literacy Skills From L1 to L2: From Theory to Practice. The Journal of Educational Issues of Language Minority Students, v13 p. 209-221, Spring 1994. http://www.edtechpolicy.org/ArchivedWebsites/transf13.htm www.transparent.com/about/second-language.html
Editor's Notes
- Pictures: http://www.lornawhiston.com.my/
- Picture: http://easyexpat.blogexpat.com/blog/expat-trends Presenter to run through each term and elaborate on the meaning and places most likely to encounter this.
- Australia Curriculum, Assessment and Reporting Authority (2012) The two main types of EAL/D student in Australia. Give anecdotal information in form of own experiences as an L2 (EAL/D) learner as a child (Aboriginal English) and as an adult (Indonesian).
- Text: Lightbown, Patsy. M. (2008), ‘Learning a first Language’, in Lightbown, Patsy. M. & Spada, Nina., How Languages are Learned, 2nd ed., Oxford University Press, Oxford, pp. 1-25. and McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages. Image: http://www.fb06.uni-mainz.de/user/kiraly/English/gruppe2/Wie%20lernen%20Kinder.html Experiences of children learning a first language are remarkably similar. Elaborate on the 3 theories, but not too much detail, just what the staff need to know, ie., what’s relevant to them.
- Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London This will be expanded on in the next slide.
- (Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London and O’Neill, R. 1998, Crucial Differences Between L1 and L2 Acquisition. http://www.tedpower.co.uk/esl0412.html Specific differences How will this have an effect on your classroom practice?
- From Roberts, C.A. (1994). Transferring Literacy Skills from L1 to L2: From Theory to Practice. In the Journal of Educational Issues of Minority Students, p. 209-221. Picture: http://www.lornawhiston.com.my/ Students who already have a level of proficiency in a language other than English (L1) will have many of these skills and may be able to demonstrate many of them in the classroom to some degree.
- World Map from http://www.mapsnworld.com/worldmap-bigger-size.html Teachers must have this information about EAL/D students in their care. This helps to determine a broader understanding of the student and will enable the teacher to prepare meaningful and sensitive programmes for the student, as well as enabling current students to be more involved in the EAL/D student’s learning Ethnicity – Most countries are made up of different peoples and this can be the source of conflict that forced people to become refugees. Teachers need to be sensitive on this issue. Country of Origin (if non-Aboriginal) – Which country’s passport does the learner possess? First Language and/or dialect – Aids in developing syntactic lesson. Shows cultural sensitivity Other languages spoken at home – People from many countries are often multi-lingual. National language, home language, community languages Status of Immigration (non-Aboriginal) – What type of visa does the student hold for Australia? Period of time already in Australia (if not born in Australia) – Has the child newly arrived? Are the parents migrants with little or no English themselves? Religious background – Sensitive issue for minority religions and those who have suffered religious persecution History of Education – Has the student attended school previously? Where? For how long? Are there any records? Most of this information can be obtained by the teacher from the parents. Parents need to be approached by teachers in a comforting and non-threatening way as they be refugees from violence. If necessary, try to have an interpreter nearby who can assist (if available). Smile! It helps a lot!
- Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum. And. Before You Know It (BYKI) Software, http://www.transparent.com/about/second-language.html Picture: http://www.lornawhiston.com.my/ Basic principles for basing programming and preparation around.
- Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum. Picture: www.Lcentral.net Necessary linguistic factors in an L2 language learning programme.
- Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum. Picture: www.Lcentral.net Aspects that teachers need to be aware of when preparing for L2 learners.
- Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum. Picture: http://www.lornawhiston.com.my/
- Game 1 Rules: Using Face pictures shown on slide to show emotions. Play in pairs Sit opposite across a table Use a barrier so that partners cannot see what other person is doing Player 1 arranges 12 pictures on 1-12 number frame. Player 1 describes pictures to player 2 using target structures. “He looks sad.” etc. Player 2 must arrange pictures on number chart in same order as player 1. Player 2 can ask questions using structure “Does he look tired?” Hadfield, J. (1984) Elementary Communication Games. Nelson ELT, London, UK. (pages 17, 18, activities 33 and 34 plus accompanying activity pages) Game 2 Rules Play in pairs 2. Sit facing opposite across a table Use a barrier so that partners cannot see what other person is doing Player 1 arranges 12 pictures on 1-12 number frame. Player 1 describes pictures to player 2 using target structures. “It looks/tastes/smells/feels…..” Do not say the names of the objects. Player 2 must arrange pictures on number chart in same order as player 1. Player 2 can ask questions using structure “What does it feel like?”, “Does it taste sour?” etc.
- How to Play Students don’t need to know the names of the objects to play the game, but may want to learn them afterwards. Copy 1 large picture for each student in class, copy enough small pictures so that each student will receive 4 random pictures. Object is for each student to obtain 4 small pictures to match the items in their large pictures. Students move around room asking other students for the things they require in their picture, but WITHOUT naming it (even if they know the name) NOT “Have you got a lawnmower?” but “Have you got a thing for cutting grass?” 4. If they have it, the students being asked hand over the small picture. 5. Game is finished when all students have the objects required.
- How To Play Copy I cards and E cards so that there are 5 for every student Shuffle and distribute so that everyone has a random mixture of I and E cards Students with I cards move around class trying to get others to join them in the activity. They should state an appropriate time. Eg “Would you like to come for dinner tonight, Akmal?” If the addressed student has an appropriate and convincing excuse E card he/she can refuse. “I’m sorry, I’m going to the movies tonight.” would be appropriate. Player then hands over the excuse E card. If he/she has no appropriate card, he/she should accept the invitation and the first player hands over the invitation I card. Object of the game is to get rid of all of your cards.
- For 8-15 students How to Play Copy a role card and map for each student (if fewer than 15 students ensure inclusion of first 8 cards) Give out cards and maps and allow students time to read and absorb information and ask any questions Tell students that Jennifer, a young woman, was kidnapped yesterday. By talking to each other about where and when they last saw her they can work out where she had been and where she is being held. The object is to work out where Jennifer is being held captive. Students move about room talking to each other telling when and where they last saw her Try to reconstruct her movements of the previous day and draw the route on the map. The building left unaccounted for at the end will be where she is being held.
- Telephone role-play cards 1a You need to telephone your doctor. You have an appointment on Tuesday the 3rd at 16.45 but you need to change it to Thursday the 5th at 15.00. On Monday 9th you are busy all day, but Tuesday 10th you have a free day. Telephone the doctor’s clinic and speak to the receptionist. Make a new appointment. 1b You are the receptionist at Medical centre, the doctor’s clinic. You have no free appointments on Thursday 5th as the doctor will be away that day. The next day the doctor is free is Monday 9th. Answer the telephone and help the patient make a new appointment. 2a You need to telephone your partner at his or her office. You planned to be home early today so you could go out for dinner together but you have to stay at work until very late. Telephone your partner’s office and tell him/her the bad news! Make sure you say sorry. 2b You work at Smith and Jones Publishing Limited, in an office with one other person. He or she is in an important meeting and you are taking messages if anyone telephones. Answer the telephone and take a message. 3a You need to telephone a flower shop and order some flowers for friends who are having their 20th wedding anniversary. They love red roses. You want the flowers to be delivered to their house tomorrow. Telephone the shop and order the flowers. Don’t forget to include a message saying congratulations. 3b You work at Blooming Wonderful, the flower shop. One of your services is delivery of flowers ordered by telephone. Answer the telephone and take an order. Remember you need the address and details of the message. Don’t forget to ask what kind of flowers the customer would like. From: https://www.teachingenglish.org.uk/sites/teacheng/files/telephone.pdf
- Adapted from: McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages. And. www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCCA_EALGuidelines.pdf Assessment methods will vary from child to child, but these are a general overview. Most are similar to what a class teacher would do with their sther students and will need little modification. The main purpose of these methods is to chart the improvements made by the child over time.