Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Effective teaching and learning for second language learners

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Why this course?

• diverse student population: cultural and language diversity in most classrooms

• many students need support learning English as a second language

• classroom/ subject teachers best placed to meet needs but need support

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Course outcomes

• you will understand and be able to assess TELL student strengths and needs better

• you will understand how English as an additional language develops and how to help this process

• you will understand better the language demands of different subject areas

• you will be more confident in developing the spoken and written language of ESL (and all students) in your regular teaching

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Course topics

• Learning English as a second language • Talking for learning• Creating ‘high challenge – high support’ environments• Reading for learning• Writing for learning• Bringing it all together

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Professional learning approach

• the course works from what you know and what you want to know

• there are six modules with between module tasks which involve you exploring your own and your students’ learning

• the final task involves you preparing a presentation for the group on your findings from the between module tasks

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

LBOTE and ESL learners

LBOTE students are those whose parents or who themselves speak a language other than English in the home

Of these LBOTE students, some need ESL support and some will be proficient in English

ESL students are those LBOTE students who are learning English as a second language.

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Total school population

LBOTE population

ESL population

Refugees

Migrants

International Students

LBOTE and ESL learners

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Learner diversity

LBOTE Students

Near/at native

ESL Students proficiency

1st Phase 2nd Phase 3rd Phase

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Students you teach

LBOTE students:

ESL students:

New arrivals:

Refugees:

Language spoken:

Countries of birth:

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Learning English

It takes many years for native speakers of English to acquire fluency in spoken and written English. ESL students have to catch up in a limited time.

ESL students must:- learn English, - learn through English and - learn about English at the same time (Halliday, 1980)

Teachers need to understand HOW English is developed as a second language

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Language development

• English, like other languages, is acquired in fairly predictable stages

• second language learners largely follow the same stages as young children learning L1

• mistakes can be a sign of learning• learners are best taught language just ahead of their

proficiency levels

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

How long does it take to learn English?

BICS & CALPAccording 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) and 5 – 7 years for an ESL student to develop proficiency in CALP with ESL support.While these stages are sequential they may overlap in acquisition.

Jim Cummins, Canadian researcher into second language learning and bilingualism

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

How long does it take to learn English?

• students who have education in their first language can develop academic English in 4 years or less

• students who have disrupted education in their first language may take up to 10 years to develop academic English language

• students who have had no schooling in any language may take 7 to 12 years to develop academic English language

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

Interaction and exposure

• In the home environment young children appear to learn language easily because of the supportive conditions

• interaction and exposure to language are the key factors in developing language proficiency

• In the classroom these supportive conditions can be replicated

Teaching English Language Learners across the curriculum | NSW Department of Education and Training, 2009

What helps learning?

• literacy skills in first language (L1) transfer to English • good L1 skills help learning in English• supporting the maintenance of L1• using L1 in the classroom to support concept development• an inclusive curriculum• interaction in English in social and academic situations