Sydney Region ESL Network meeting

Presenter: Janet FreemanESL/Multicultural Consultant K-6janet.freeman@det.nsw.edu.au

Acknowledgement of country

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

What underpins an ESL programBICS AND CALP

According to Cummins (1984), there are 2 stages of language proficiency. The first stage includes Basic Interpersonal Communication Skills (BICS) and the second stage is Cognitive/Academic Language Proficiency (CALP). – It takes 1-2 years for a new ESL student to be fluent in the first stage (BICS). – It takes 5 – 7years for an ESL student to develop proficiency in CALP with ESL support.

While these stages are sequential they may overlap in acquisition

Timetabling ESL support

ESL new arrivals support should be provided to NAP students in years 2-6 for 1-2 terms who have little 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

Timetabling ESL support

ESL support may be provided to kindergarten who have 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new arrivals be withdrawn for NAP support.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.

Timetabling ESL support

ESL support for phase 2-3 students across the school should aim to build academic language in the 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.

Planning for teaching

Identify The students in grades 2-6 who require ESL support. These students• Will not be achieving stage outcomes in

English in reading or writing (although they may be speaking quite confidently in English)

Planning for teaching

Identify When, how often and how you will provide the focused 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

Planning for teaching

Identify • 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

The ESL Program

An ESL program should be written for every group/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

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).

risk taking

persuading reviewing

describing recounting

constructingdeconstructingreconstructing

Critically analysing

hypothesisingquestioning

negotiatinginstructing

explainingdeducing

TALK

Facilitates

ESL specialist knowledge

Language based Communicative activities

Communicative activities provide students with the opportunity to hear and use language.They provide a situation where there is a need to use language in order to do the task.Communicative activities use pair and group organisation and ESL students can be paired with a more proficient language model. The language needed to participate in the task must be introduced to the student before the task begins.

the mode continuum

‘spoken’ ‘written’

(language accompanying action)

(language in reflection)

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.

The dynamic nature of oral interaction around a task.

the mode continuum

‘spoken’ ‘written’

(language accompanying action)

(language in reflection)

task-based group work

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 deskand then we had to put it up higherbecause it was too longand it would’ve hit the groundso we put the books under the deskand then we had trouble … um …because it wouldn’t work properlyand we kept making the string longerand we … um … we got about 58 centimetres … no …58 seconds … and 60 things … but we never got it exact … the right amount.

Unplanned reflection on task (loose structuring)

the mode continuum

‘spoken’ ‘written’

(language accompanying action)

(language in reflection)

task-based group work

reflection on task

(unprepared)

Planned oral presentation

Paula:

We had to make a pendulum that would swing 60 times in a minute. First we got a string, some plasticine and a stopwatch … and a ruler. There were two ways we tried to measure the pendulum - first by changing the length of the string and secondly by changing the amount of plasticine … the weight.

When the string was 75 centimetres long it took 57 seconds to get 60 swings. Then we kept repeating the experiment and changing the length and the weight, but we couldn’t get the velocity exact.

We think that the longer the string is the longer time it takes.

Planned oral presentation

the mode continuum

‘spoken’ ‘written’

(language accompanying action)

(language in reflection)

task-based group work

reflection on task

(unprepared)

oral presentation(prepared)

‘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.

the mode continuum

‘spoken’ ‘written’

(language accompanying action)

(language in reflection)

task-based group work

reflection on task

(unprepared)

oral presentation(prepared)

written notes

jointly-constructed

text

final draft

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

• embedded in context• independent of context (distanced in time & space)

• oral features (intonation, volume, pitch, pauses, stress)

• written features (handwriting, punctuation, layout)

• tentative exploration, clarifying thinking, making mistakes

• consolidation of knowledge, (making ‘deeper’ connections, filling gaps, pulling threads together)