VELS | |
File Size: | 246 kb |
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^ This file details the inclusion of ESL in the VELS curriculum.
ESL Handbook | |
File Size: | 352 kb |
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^ This document provides advice to schools on programs for supporting students learning English as a Second Language.
CHARACTERISTICS OF THE SPECIAL NEEDS GROUP WHICH MAY IMPACT ON THEIR ABILITY TO ACCESS THE CURRICULUM
ESL students may experience some difficulties following the academic curriculum of schools due to having a different language background. These students have had less exposure to the English language than their peers. As a result, ESL students may experience difficulties with understanding (receptive language) and using language (expressive language).
Receptive language difficulties:
ESL students who find it challenging to understand English may experience difficulties with:
• Following instructions
• Understanding new ideas
• Understanding information
• Learning new vocabulary
• Understanding oral language and written text
• Understanding grammar
Expressive language difficulties:
ESL students who find it challenging to use English may experience difficulties with:
• Using correct grammatical structures in the English language
• Extending the length and complexity of sentences
• Using language for academic purposes (e.g. presenting information to the class, formulating narrative stories with
appropriate sequences, such as beginning, middle and end)
• Extending their vocabulary development
• Making friends with their peers (Lewis&Lewis, 2010)
Situational or environmental factors have to do with issues external to the child, including the particular teaching style, the class and school setting, and the quality and extent of exposure to English. Within the academic setting, are ESL students getting enough exposure to native English speakers as they work in class, or are they working only with other non-native speakers? Krashen (1982, 1985) discusses the students' need for adequate exposure to the target language, and comprehensible input, or language that is slightly beyond the level which students can themselves produce. One of the observations made by many international school teachers is that second language students are only exposed to English during school hours, unless English is also spoken in the community environment. And for students in a pull-out program or ESL reception class, exposure to the speech of native language models is limited to the class teacher.
Receptive language difficulties:
ESL students who find it challenging to understand English may experience difficulties with:
• Following instructions
• Understanding new ideas
• Understanding information
• Learning new vocabulary
• Understanding oral language and written text
• Understanding grammar
Expressive language difficulties:
ESL students who find it challenging to use English may experience difficulties with:
• Using correct grammatical structures in the English language
• Extending the length and complexity of sentences
• Using language for academic purposes (e.g. presenting information to the class, formulating narrative stories with
appropriate sequences, such as beginning, middle and end)
• Extending their vocabulary development
• Making friends with their peers (Lewis&Lewis, 2010)
Situational or environmental factors have to do with issues external to the child, including the particular teaching style, the class and school setting, and the quality and extent of exposure to English. Within the academic setting, are ESL students getting enough exposure to native English speakers as they work in class, or are they working only with other non-native speakers? Krashen (1982, 1985) discusses the students' need for adequate exposure to the target language, and comprehensible input, or language that is slightly beyond the level which students can themselves produce. One of the observations made by many international school teachers is that second language students are only exposed to English during school hours, unless English is also spoken in the community environment. And for students in a pull-out program or ESL reception class, exposure to the speech of native language models is limited to the class teacher.
THE IMPLICATIONS FOR CLASSROOM TEACHERS OF THE FINDINGS OF RECENT RESEARCH ABOUT THIS AREA OF SPECIAL NEED
A census conducted in 2006 revealed that 24% of Australians were born overseas with an additional 20% having either one or both parents born overseas. In Victorian government schools, almost 25% of the population is from language backgrounds other than English (Department of Education and Early Childhood Development, 2010). This shows that the it is highly likely for a teacher to have an ESL student in their class. This makes it important for teaching to understand how to teach ESL students because they can have difficulties with communication, which leads to many problems in the classroom.
guide.pdf | |
File Size: | 732 kb |
File Type: |
^ This document is a guide to classroom teachers on teaching English as a Second Language learners.
STRATEGIES WHICH WOULD BE BENEFICIAL TO ESL STUDENTS
School administrators should make certain that bilingual students have opportunities to integrate both socially and academically with monolingual English speakers (Brisk, 1998). The following file contains practices to promote the inclusion of all students in a supportive, educational environment.
Strategies to support ESL students | |
File Size: | 57 kb |
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There are several things that ESL teachers can do to help mainstream teachers in their efforts to get the best out of the ESL students in their classes. This help includes:
- advising on the suitability of the tasks and assignments ESL students are expected to complete
- advising on the comprehensibility of tests or worksheets, or preparing ESL-friendly versions of these
- preparing supplementary materials to help ESL students better understand the material to be covered in the mainstream class
- advising on the assessment of ESL students and helping mainstream teachers with the writing of reports on these students
- working alongside mainstream teachers in subject lessons to ensure ESL students can follow the lesson and understand what to do for homework
- removing individual ESL students or small groups of them temporarily from the mainstream classroom to provide the necessary background instruction to the topic in hand (Paul Shoebottom, 2012)
LIST OF SUPPORT NETWORKS WITHIN SCHOOLS/ SCHOOL SYSTEMS
Teaching ESL students in mainstream classrooms: Language in learning across the curriculum is an innovative professional development program for all teachers working with students who are learning through a language that is not their primary language. The program:
- identifies the language-related needs of ESL students and develops teaching practices that address their needs in a holistic and explicit manner
- develops teachers' awareness of how to accommodate the cultural and linguistic diversity and experiences of ESL students
- provides a positive context for teachers to trial suggested strategies and reflect critically and openly on their teaching
- shows how to develop collaborative working relationships between teachers (across subject areas) through a shared understanding of how to support ESL students.
http://www.unlockingtheworld.com/programs/teaching-esl-students-in-mainstream-classrooms
Program Outline | |
File Size: | 246 kb |
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LIST OF SUPPORT NETWORKS WITHIN THE COMMUNITY
- Tutoring programs after school hours.