Limited Literacy Background
Teaching Tips And Strategies
Compiled by Erica Baulch
Developed by TML Project Officers – Katherine Regional Office
Version 1.2 Feb 2012
BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND
CHARACTERISTICS OF THIS LEARNER GROUP
Each phase describes a period of significant English learning development. There will be differences between a student at the beginning of the phase and a student at the end of the phase / AGE – RELATED CONSIDERATIONS
These students are learning English for the first time, with little or no foundation in continuous, formal education. They can speak one or more languages /dialects other than English, but have little or no experience with print literacy in their first language. Some students may be unfamiliar with books, needing explicit teaching to understand that the print marks on the page symbolize meaning. In the familiar learning environment, they will begin to engage with simple curriculum demands, particularly with support from a speaker of their first language, and targeted contextual scaffolds (e.g. visuals and gestures). Learning a language requires constant focus and attention, and students will tire easily and may experience a high level of frustration. High levels of explicit teaching are required throughout the day both from the specialist teacher and the classroom teacher. These students may be capable of understanding the content of the curriculum for their year level. However, as they are new to learning in English, they will find it difficult to show achievement as described in achievement standards for their year level, as these rely heavily on English language proficiency to convey content knowledge and understandings. / While many of these characteristics are applicable to all students beginning to learn English, older students will have more life experiences as well as more developed cognitive abilities. They draw upon their first language as they learn English.
EMERGING:
CHARACTERISTICS OF THIS GROUP
Each phase describes a period of significant English language learning development. There will be differences between a student at the beginning of the phase and a student at the end of the phase.
These students can speak one or more languages/dialects, including basic English, and have a growing knowledge of print literacy in English. They understand and participate in classroom behaviours and routines. They engage with curriculum demands with some success, but continue to greatly from use of first language with peers and teachers’ assistants to clarify and consolidate understanding. Explicit and focused language teaching will enable them to produce simple written and spoken English, using predictable and learned formulas. They are still in a phase of language learning that requires intense concentration, so they are likely to tire during the day or disengage when the spoken or written texts under discussion are not accompanied by adequate contextual scaffolds. These students still require extensive EAL/D explicit teaching throughout the school day from both the specialist teacher and the classroom teacher. These students are able to engage with and learn the content of the Australian Curriculum when provided with suitable language teaching and additional time to complete classroom activities. However, they will find it difficult to show their understandings if achievement must be demonstrated through language reliant activities.
DEVELOPING :
CHARACTERISTICS OF THIS GROUP
Each phase describes a period of significant English language learning development. There will be differences between a student at the beginning of the phase and a student at the end of the phase.
These students can speak one or more languages/dialects, including functional Standard Australian English (SAE), and have a developing knowledge of print literacy in SAE. They are active participants in classroom and school routines, and are able to concentrate for longer periods. They purposefully engage with curriculum demands with increasing success. Their first language continues to be a valuable support, and these learners understand the value of code- switching-that is the ability to change from one language/dialect to suit the context. They produce increasingly extended pieces of spoken and written SAE (although they may be more proficient in one mode than the other), which will include their innovations with the language. However, they are still developing control over English grammar and building their vocabulary; hence, they continue to need explicit language to be taught, and the teaching strategies supportive of EAL/D learners, particularly with academic language subject disciplines. They are increasingly able to use SAE sufficiently to demonstrate their understanding of content and thus meet some of the achievement standards for their year level, as described in the Australian Curriculum.
CONSOLIDATING:
CHARACTERISTICS OF THIS GROUP
Each phase describes a period of significant English language learning development. There will be differences between a student at the beginning of the phase and a student at the end of the phase.
These students can speak one or more languages/dialects and have a sound knowledge of Standard Australian English. They are active and increasingly independent participants in classroom and school routines, and are mostly able to concentrate on classroom tasks, including extended teacher talk. An increasing ability to use English means that they purposefully engage with curriculum demands with general success. They understand and produce spoken and written texts for a range of specific purposes, with effective control of appropriate text structures features. However, they still require focused language teaching and strategies supportive of EAL/D learners, as the academic language of subject disciplines increases, increases, becoming grammatically dense and with increasingly abstract and technical vocabulary. They will still require explicit teaching to develop their understanding of culturally laden topics (e.g. novel or historical inquires).They have the language skills in English to meet any of the achievement standards for their year level, as described in the Australian Curriculum.
Additional Information - not from ACARA
BEGINNING :
The student has minimal comprehension of SAE often not verbalising but rather nodding for yes/no, students will draw and point.
Teacher prompts: Show me…? Where is …? Circle the …? Who has…? ( First six months)
The student has limited comprehension, produces one or two word responses, participates using key words and familiar phrases and uses present – tense verbs.
Teacher prompts : yes/no questions , either/or questions, one or two word answers, lists and labels (6 months to one year)
EMERGING:
The student has limited comprehension, produces one or two word responses, participates using key words and familiar phrases and uses present – tense verbs
Teacher prompts : yes/no questions , either/or questions, one or two word answers, lists and labels (6 months to one year)
DEVELOPING:
The student has good comprehension, can produce simple sentences, makes grammar and pronunciation errors frequently and misunderstands jokes.
Teacher prompts: Why../ How..? Explain, Phrase or short sentence.( 1-3 years)
CONSOLIDATING:
The student has excellent comprehension and makes few grammatical errors.
Teacher prompts: What would happen if …/ Why do you think…? ( 3-5 years) Decide if… Retell ( 5-7years)
Sources: Classroom Instruction that works with English Language Learners Jane Hill Kathleen Flynn
High Challenge
Learning/engagement zone Frustration/Anxiety zone
(Zone of proximal development)
High support Low support
Comfort zone Boredom zone
Low Challenge
Scaffolding refers to the assistance necessary to enable learners to accomplish tasks and develop understandings that they would not be able to manage on their own .
· Scaffolding supports learning through speaking, listening, reading, viewing and writing across all learning areas
· Allows the curriculum to be enriched not simplified
· Gives opportunities for exploration and clarification
· Provides for guided practice
· Revisits the concepts
· Unpacks the subject (ways of thinking and the language involved)
Scaffolding allows learners to do as much as they canon their own and then for the teacher to intervene and provide assistance when it is needed so the task can be successfully completed.
The teacher provides assistance and support that is designed to help learners move towards new skills, concepts and understandings; it is much more than encouragement, management or confirmation of learning.
SCAFFOLDING FOR ESL LEARNERS CAN INCLUDE:
Demonstrating· Use appropriate body language and features
· Use appropriate language to accompany action
· Provide frameworks, charts picture cues, word lists / Modelling
· Demo English vocabulary and languages structures needed for activity.
· Demo the English words to talk about Western concept of the activity
· Demo the English language that links to concepts learners have ,as this supports the concepts they will be learning
Respond to the meaning of learners’ talk be ready to model and scaffold at this point / Questioning
· Use guided questioning, probing and prompting, paraphrasing, classifying / Cueing and prompting
· Supply words and structures that learners aren’t able to give at the point where they need to use the English
· Provide English vocab and language structures needed for the activity
· Provide English words to talk about Western concepts needed for the activity
· Provide concrete examples / High Expectations
· Encourage and expect the learner to rephrase language’ either to restate what he/she said, or later in the same context for a communication purpose
· Expect the learner to supply whatever English they are able to within the context of the activity
· set the learner up to succeed in tasks and questioning / Classroom Management
· Allow learners sufficient time to become familiar with the vocab associated with the field of knowledge for each activity
· Create opportunities for learners to use the language orally before being required to read and/or write it
BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND YEARS F-2
CHARACTERISTICS OF THIS GROUP
Each phase describes a period of significant English language learning development. There will be differences between a student at the beginning of the phase and a student at the end of the phase.
Student progress can be monitored during the school year using EAL/D learning progression. It is important to note that:
· Placement on this continuum should be based on a body of evidence and not just one work sample
· Ability is one mode is not an indication of ability across all modes
These students are learning English for the first time, with little or no foundation in continuous, formal education. They can speak one or more languages/dialects other than English, but have little or no experience with print literacy in their first language. Some students may be unfamiliar with books, needing explicit teaching to understand that the print marks on the page symbolize meaning. In a familiar learning environment, they will begin to engage with simple curriculum demands, particularly with support from a speaker of their first language, and targeted contextual scaffolds (e.g. visuals and gestures). Learning a language requires constant focus and attention, and students will tire easily and may experience a high level of frustration. High levels of explicit teaching are required throughout the day both from the specialist teacher and the classroom teacher. These students may be capable of understanding the content of the curriculum for their year level. However, as they are new to learning in English, they will find it difficult to show achievement as described in achievement standards for their year level, as these rely heavily on English language proficiency to convey content knowledge and understandings.
LISTENING
No Information provided by ACARA / SPEAKING
No Information provided by ACARA / READING/VIEWING
Learners at this phase have had no previous experience of print in another language or dialect. / WRITING
Learners at this phase have had no previous experience of print in another language or dialect
Students
· experience an important milestone when they move from non-verbal to speaking in English
· should be recognised for speaking in complete sentences
NOTE THAT: Body language communicates about 50% of what we really mean there are significant differences in non-verbal communication between cultures, languages and even dialects
Source: ESL FundameNTals . Non-verbal communication / Students
· May have limited understanding of how books work, including concepts of print such as left to right directionality
· May focus on illustrations to construct meaning from texts
· Are beginning to understand the role of print in conveying meaning
· May begin to ‘read’ books by speaking their own stories as they turn pages, using their first language/dialect or limited English
· Use their home language to describe a visual image in general terms and attempt to infer the general meaning of this image / Students
· May have very limited concepts of print and are beginning to understand that print is used to convey meaning
· Will need instruction for where to start writing on the page and which direction to follow
· May form letters as images rather than symbols
· May have had very little experience with pencil and paper, and may use unconventional pencil grip
· May communicate ideas through drawings and early writing behaviours where they ‘roleplay’ writing
Teaching Tips and Strategies Developed by TML Project Officers – KRO 2012
STRATEGIES AND TEACHING TIPS - Not provided by ACARA· Establish a strong relationship with your students; tell them about your land and family.
· Word wall with pictures.
· Explain word meanings through pantomime, facial expressions and gestures..
· Make physical models, the act of constructing establishes an image of the knowledge, so they do not have to depend on word alone.
· Repetition e.g. reading stories many times with different emphasis.
· Invite community members into classroom to tell stories, record and have AT retell story in English
· Use song, dance and drama.
· Puppets and magnets board figures can be used to tell a story.
· Become the student: learn some of the students’ language.
· Use barrier games to explain new concepts.
· Use group work (after class has been trained) students have the opportunity to talk.
· Put labels on everything
· Story map, draw after story is read students add characters etc.
· Sound bingo. Bingo cards with picture tape of sounds match these.
· Use simplified speech, short sentences and clear intonation.
· Speak more slowly, without losing natural rhythm or intonation.
· Using simple grammatical structures use extra explanation or built in redundancy, to say the same thing twice in different ways: e.g. “It’s time to pack up now, let’s pack our books away.
· Use AT’s to explain concepts. Instead of asking for a verbal response ask student to point to or show me give feedback by saying,” Yes that is a …..”
· Use photos wherever possible, and check for understanding.
· Spend time previewing the day and what will happen over the course of the day.
· Show an interest in your students and their families, meet and greet day
Teaching Tips and Strategies Developed by TML Project Officers – KRO 2012