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Educ 373 mariana and aleen
- 2. Multicultural Literacy Strategies
- 3. Multicultural Literacy Strategies Stage 1
- 4. Multicultural Literacy Strategies Stage 1 By: Ale en Step a n ia n & M a ri a n a M a in ou
- 6. School Scenario... The school’s academic levels have decreased dramatically in the past three years. After conducting some interviews amongst academic staff, the general feedback concluded that most teachers believe that this has happened as a result of an increased number of EAL students enrolled in the school.
- 7. What can we do?
- 8. What can we do? “Low expectations by teachers are a self-fulfilling prophecy: the less that is expected of students, the less they will achieve” (Gibbons, 2008).
- 9. What can we do? “Low expectations by teachers are a self-fulfilling prophecy: the less that is expected of students, the less they will achieve” (Gibbons, 2008). Move away from the belief that EAL pedagogy involves a simplified or reductionist curriculum.
- 10. What can we do? “Low expectations by teachers are a self-fulfilling prophecy: the less that is expected of students, the less they will achieve” (Gibbons, 2008). Move away from the belief that EAL pedagogy involves a simplified or reductionist curriculum. Recognise the importance of high quality curriculum content, that promotes higher-order thinking skills.
- 11. What can we do? “Low expectations by teachers are a self-fulfilling prophecy: the less that is expected of students, the less they will achieve” (Gibbons, 2008). Move away from the belief that EAL pedagogy involves a simplified or reductionist curriculum. Recognise the importance of high quality curriculum content, that promotes higher-order thinking skills. Three important factors to raise academic standards (Gibbons, 2008) :
- 12. What can we do? “Low expectations by teachers are a self-fulfilling prophecy: the less that is expected of students, the less they will achieve” (Gibbons, 2008). Move away from the belief that EAL pedagogy involves a simplified or reductionist curriculum. Recognise the importance of high quality curriculum content, that promotes higher-order thinking skills. Three important factors to raise academic standards (Gibbons, 2008) : 1. Cognitively challenging classroom work.
- 13. What can we do? “Low expectations by teachers are a self-fulfilling prophecy: the less that is expected of students, the less they will achieve” (Gibbons, 2008). Move away from the belief that EAL pedagogy involves a simplified or reductionist curriculum. Recognise the importance of high quality curriculum content, that promotes higher-order thinking skills. Three important factors to raise academic standards (Gibbons, 2008) : 1. Cognitively challenging classroom work. 2. Intellectually challenging curriculum leading to higher achievement.
- 14. What can we do? “Low expectations by teachers are a self-fulfilling prophecy: the less that is expected of students, the less they will achieve” (Gibbons, 2008). Move away from the belief that EAL pedagogy involves a simplified or reductionist curriculum. Recognise the importance of high quality curriculum content, that promotes higher-order thinking skills. Three important factors to raise academic standards (Gibbons, 2008) : 1. Cognitively challenging classroom work. 2. Intellectually challenging curriculum leading to higher achievement. 3. Equity gaps diminish as a result of engagement in such curricula.
- 16. Across the curriculum Important aspects to be included are:
- 17. Across the curriculum Important aspects to be included are: Opportunities to engage in higher order thinking
- 18. Across the curriculum Important aspects to be included are: Opportunities to engage in higher order thinking Activities where students transform information
- 19. Across the curriculum Important aspects to be included are: Opportunities to engage in higher order thinking Activities where students transform information Inquiry-oriented activities
- 20. Across the curriculum Important aspects to be included are: Opportunities to engage in higher order thinking Activities where students transform information Inquiry-oriented activities Substantive conversations
- 21. Across the curriculum Important aspects to be included are: Opportunities to engage in higher order thinking Activities where students transform information Inquiry-oriented activities Substantive conversations (Gibbon, 2008)
- 23. Classroom Strategies Use simple and explicit instructions (verbal and written)
- 24. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work
- 25. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work Jigsaw Activities
- 26. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work Jigsaw Activities Play Games
- 27. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work Jigsaw Activities Play Games Practice Prediction
- 28. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work Jigsaw Activities Play Games Practice Prediction Have students read to each other
- 29. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work Jigsaw Activities Play Games Practice Prediction Have students read to each other Keep Journals
- 30. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work Jigsaw Activities Play Games Practice Prediction Have students read to each other Keep Journals Use dual-language books
- 31. Classroom Strategies Use simple and explicit instructions (verbal and written) Collaborative Group work Jigsaw Activities Play Games Practice Prediction Have students read to each other Keep Journals Use dual-language books Implement Buddy system
- 32. Why is it important?
- 33. Why is it important? Account for our culturally and linguistically diverse society
- 34. Why is it important? Account for our culturally and linguistically diverse society Understand the complexity of the communication environment
- 35. Why is it important? Account for our culturally and linguistically diverse society Understand the complexity of the communication environment Value different backgrounds and experiences - “Productive Diversity”
- 36. Why is it important? Account for our culturally and linguistically diverse society Understand the complexity of the communication environment Value different backgrounds and experiences - “Productive Diversity” Not a service for minorities, but beneficial for all
- 37. Why is it important? Account for our culturally and linguistically diverse society Understand the complexity of the communication environment Value different backgrounds and experiences - “Productive Diversity” Not a service for minorities, but beneficial for all Preparing children for the future
- 38. Why is it important? Account for our culturally and linguistically diverse society Understand the complexity of the communication environment Value different backgrounds and experiences - “Productive Diversity” Not a service for minorities, but beneficial for all Preparing children for the future (Cope & Kalantzis, 2000)
- 39. Promote an Inclusive Environment
- 40. Promote an Inclusive Environment Use visual images that represent all students in the school
- 41. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community
- 42. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community Honour the various cultural and faith celebrations within the school
- 43. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community Honour the various cultural and faith celebrations within the school Encourage and recruit bilingual volunteers
- 44. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community Honour the various cultural and faith celebrations within the school Encourage and recruit bilingual volunteers Have staff who provide EAL support collaborate in program planning
- 45. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community Honour the various cultural and faith celebrations within the school Encourage and recruit bilingual volunteers Have staff who provide EAL support collaborate in program planning Validate students’ cultural backgrounds/identities by selecting books from diverse backgrounds
- 46. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community Honour the various cultural and faith celebrations within the school Encourage and recruit bilingual volunteers Have staff who provide EAL support collaborate in program planning Validate students’ cultural backgrounds/identities by selecting books from diverse backgrounds Foster a positive and supportive atmosphere
- 47. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community Honour the various cultural and faith celebrations within the school Encourage and recruit bilingual volunteers Have staff who provide EAL support collaborate in program planning Validate students’ cultural backgrounds/identities by selecting books from diverse backgrounds Foster a positive and supportive atmosphere (Ontario Ministry of Education, 2001)
- 48. Promote an Inclusive Environment Use visual images that represent all students in the school Provide signs, notices, and announcements in the languages of the school community Honour the various cultural and faith celebrations within the school Encourage and recruit bilingual volunteers Have staff who provide EAL support collaborate in program planning Validate students’ cultural backgrounds/identities by selecting books from diverse backgrounds Foster a positive and supportive atmosphere (Ontario Ministry of Education, 2001)
- 50. What research shows: Students that do not have any experiences in English (LBOTE) that are entering school but are fluent in 1st language? Representative of 28.8% of enrolments in gov. schooling in 2009 (DET, 2009)
- 51. What research shows: Students that do not have any experiences in English (LBOTE) that are entering school but are fluent in 1st language? Representative of 28.8% of enrolments in gov. schooling in 2009 (DET, 2009) Reading is a significant issue and must be aided immediately as this will support production of language
- 52. What research shows: Students that do not have any experiences in English (LBOTE) that are entering school but are fluent in 1st language? Representative of 28.8% of enrolments in gov. schooling in 2009 (DET, 2009) Reading is a significant issue and must be aided immediately as this will support production of language 1st language knowledge supports learning of 2nd language
- 53. What research shows: Students that do not have any experiences in English (LBOTE) that are entering school but are fluent in 1st language? Representative of 28.8% of enrolments in gov. schooling in 2009 (DET, 2009) Reading is a significant issue and must be aided immediately as this will support production of language 1st language knowledge supports learning of 2nd language Students are advantaged through online reading as it provides opportunities to use a variety of strategies
- 54. ICT Strategies
- 55. ICT Strategies Allowing students to research a word you have given them simply by typing the word into google to explore what images might appear http://www.google.com/search? client=safari&rls=en&q=duck&oe=UTF‐8&um=1&ie=UTF‐8&hl=en&tbm=isch&source=og&sa=N&tab=wi&biw=1024&bih=1236
- 56. ICT Strategies
- 57. ICT Strategies Knowledge of strategies that students use (Moloney, 2011)
- 58. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words
- 59. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge
- 60. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me.
- 61. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way
- 62. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way I use words from my own language
- 63. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way I use words from my own language - Use words from own language using the internet to assist students in building a bridge
- 64. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way I use words from my own language - Use words from own language using the internet to assist students in building a bridge I change the subject if I don’t have the words I need
- 65. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way I use words from my own language - Use words from own language using the internet to assist students in building a bridge I change the subject if I don’t have the words I need I like to understand the right time and place to use certain language.
- 66. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way I use words from my own language - Use words from own language using the internet to assist students in building a bridge I change the subject if I don’t have the words I need I like to understand the right time and place to use certain language. I like to know how TL is different to English.
- 67. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way I use words from my own language - Use words from own language using the internet to assist students in building a bridge I change the subject if I don’t have the words I need I like to understand the right time and place to use certain language. I like to know how TL is different to English. If I hear people speaking in the language, I listen in
- 68. ICT Strategies Knowledge of strategies that students use (Moloney, 2011) I listen for the important words - Use words from own language using the internet to assist students in building a bridge I move my hands or body so the person will understand me. I try to say in a different way I use words from my own language - Use words from own language using the internet to assist students in building a bridge I change the subject if I don’t have the words I need I like to understand the right time and place to use certain language. I like to know how TL is different to English. If I hear people speaking in the language, I listen in - Allowing time to watch interesting shows they enjoy on youtube (e.g http:// www.youtube.com/ watch?v=d0qF7NLVRA4) in English or shows that discuss the culture they have knowledge of in English
- 69. ICT Strategies
- 70. ICT Strategies ABC, Reading Eggs Program (Accessed 01 October 2011 on http://readingeggs.com.au/)
- 71. ICT Strategies
- 72. ICT Strategies Matching words to images. Click on words/images to hear it said http://www.ictgames.com/dinosaurwordsrepeat.html IWB tasks created specifically for student’s individual needs if necessary http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html
- 73. ICT Strategies
- 74. ICT Strategies Topmarks.co.uk http://www.topmarks.co.uk/Search.aspx?Subject=9&AgeGroup=2
- 75. ICT Strategies
- 76. ICT Strategies ESL stories that support learning a new language http://www.literactive.com/Download/stories.asp?sub=ESL http://www.kerpoof.com/ http://www.pixton.com/uk/ http://www.bitstrips.com/landing http://storybird.com/
- 77. References ABC, (2010) ABC Reading Eggs Program, Accessed 01 October 2011 on http://readingeggs.com.au/ (ABC, 2010) Bitstrips (n.d) Accessed on 05 October 2011 on http://www.bitstrips.com/landing Anderson, N.J. (2003). Scrolling, Clicking and Reading English: Online Reading Strategies in a Second/Foreign Language. The Reading Matrix. 3(3). Accessed 28 August 2011 on shttp://scholar.googleusercontent.com/scholar?q=cache:TfOSMgcRhQgJ:scholar.google.com/ +online+strategies+to+support+ESL+students&hl=en&as_sdt=0,5. Condie, R., Munro, B., Seagraves, L., & Kenesson, S. (2007). The impact of ICT in schools – a landscape review. British Educational Communications and Technology Agency (Becta) Cope, B. and Kalantzis, M. (2000) (The New London Group) A Pedagogy of Multiliteracies. In Cope, B. and Kalantzis, M. Multiliteracies: Literacy Learning and the design of futures. London: Roultledge Geer, R., Sweeney, T. (2010). Telling it like it is: Digi Journeys. ACE2010: Digital Diversity Conference, Melbourne. Accessed on 29 August 2011 on http://acec2010.info/sites/acec2010.info/files/proposal/232/acec2010digi-journeys.pdf. Gibbons, P. (2008). “It was taught good and I learned a lot.” Intercultural practices and ESL games in the middle years. Australian Journal of Language and Literacy. 31 (2) 155-173 ICT games (n.d.) Accessed on 03 September 2011 on http://www.ictgames.com/dinosaurwordsrepeat.html Kerpoof (n.d.) Accessed on 05 October 2011 on http://www.kerpoof.com/ Literactive (n.d.) Accessed on 05 October 2011 on http://www.literactive.com/Download/stories.asp?sub=ESL
- 78. References New South Wales Department of Education and Training. (2009). “Language Background Other Than English, 2009”. Australian Government. Ontario Ministry of Education (2001) Ontario Curriculum 2001, Accessed 29 September 2011 on http://www.edu.gov.on.ca Pixton (n.d.) Accessed on 05 October 2011 on http://www.pixton.com/uk/ Storybird (n.d.) Accessed on 05 October 2011 on http://storybird.com/ Topmarks (nd.d) Topmarks.co.uk, Accessed on 05 October 2011 on http://www.topmarks.co.uk/Search.aspx?Subject=9&AgeGroup=2 Woodlands Junior School (n.d.) Interactive English Games, Accessed 03 October 2011 on http://www.woodlands-junior.kent.sch.uk/ interactive/literacy.html Woodlands Junior School (n.d.) Interactive English Games, Accessed 03 October 2011 on http://www.woodlands-junior.kent.sch.uk/ interactive/literacy.html
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