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Learning Intentions:
1. Identify factors affecting EAL/D learners
2. Describe strategies to engage EAL/D learners
3. Relate these strategies to our own practice
Who Am I?
- Worked in Hospitality and Tourism Management for 15 years in Ballarat
- After completing a Cert 4 in Training and Assessment, I became more involved in planning and delivery of training programs
- Hungry for a new challenge…why not teaching?
Who Am I?
2012 - Online TEFL Certificate (140 hour)
2013 - Six-month internship, teaching English to Year 9 and Year 11 students in rural Sichuan
Teaching in China
Teaching in ChinaCFU
How does this
classroom differ from
an Australian one?
Teaching in China
▪ 4,800 students
▪ 4,000 lived on campus
▪ Class times were-
7am -12:40pm; 2pm - 5:30pm;
6:30pm -10pm
▪ 6.5 days a week
Who Am I?
2013 – Began a four year Bachelor of Education at Victoria University, specialising in TESOL and SOSE
Study Tours to Thailand and Beijing
In 2018
Completing my graduate year, teaching EAL at Westall Secondary College in Melbourne’s South East
Teaching Year 8 EAL, Year 10 EAL and Year 11 EAL
So…Why listen to me?
I am not:- EAL expert- Research professor- Education guru
I have:- Experiences I can share- Knowledge that is current- Practices I can share- A hunger for your knowledge
Learning Intention: 1. Identify factors affecting EAL/D learners
Who are EAL/D learners?
Any student for whom English is an Additional Language (or Dialect)
These students could be:
Born in Australia but speak a LOTE at home
Migrants
Refugees
Aboriginal and Torres Strait Islanders
International students
Who are EAL/D learners?
▪ Students assessed as being low-level can access six to twelve months of intensive EAL tuition at an English Language School (ELS) or English Language Centre (ELC)
▪ Students are eligible for EAL/D funding for seven years of mainstream schooling
WHO ARE EAL/D LEARNERS?
EAL/D learners might have:
▪ schooling equivalent to their same-age peers in Australia
▪ limited or no previous education
▪ little or no literacy experience in their first language (or in any language)
▪ excellent literacy skills in their first language (or another language)
▪ learnt English as a foreign language and had some exposure to written English but need to develop oral English
▪ already learnt one or more languages or dialects other than English
▪ good academic language skills but struggle with the social registers of English
(Source: ACARA)
CFU
What range of education
profiles might you see in
the EAL/D students you
teach?
EAL/D LEARNERS –WHY SHOULD YOU BOTHER?
The student population in Victorian government schools is diverse, with:
▪ 27 per cent of students from language backgrounds other than English (LBOTE)
▪ 13 per cent of the student population are English as an Additional Language (EAL) learners.
(Source: Education Victoria)
EAL/D LEARNERS – WESTALL SC
▪ We have over 160 EAL/D learners in our cohort of 560 students, with another 90 students attending Westall English Language Centre (WELC), which is part of our school.
▪ Of these 160, around 15% are refugees
▪ The vast proportion are now full fee-paying International Students, predominantly from China.
ISSUES THAT WE FACE – WESTALL SC
▪ Many of our Chinese students lack motivation to learn English (necessity is the mother of language learning)
▪ Strong written v strong oral skills
▪ Huge divergence in L1 literacy levels
▪ Huge range of educational experiences
Learning Intention:
Educational context prior to Australia
L1 literacy levels
Variance in spoken v written proficiency
Understanding the teacher / other students
Trauma
Loneliness / isolation
1. Identify factors affecting EAL/D learners
While watching, think about:
1. What student behaviours do you see?
2. What things help the students to succeed?
https://www.youtube.com/watch?v=L2VotSRJoBQ
Video – What being in an EAL Classroom would feel like
What is the goal of our teaching?
‘When children come into the classrooms speaking something other than ‘Standard Australian English’ there is a concern that these children will not succeed in school or in life...they will need it (SAE) in the real world.’
(Seely-Flint 2014)
CFU
Discuss the quote below.
Do you agree?
Why/Why not?
Language is at the heart of success in learning
in every curriculum area (Derewianka 2001).
Major Crime detectives are
investigating the grisly discovery of
an aspiring teacher’s body in a
classroom at a secondary school in
Melbourne’s southeastern suburbs
yesterday. The body, found by
cleaning staff in the early hours of
Monday morning, showed signs of a
struggle, though police are refusing
to elaborate further. A number of
students paid tribute to the
graduate teacher by laying
flowers on the tables outside the
Balook learning centre. No
charges have been laid, however
a female colleague in her early
forties is assisting police with their
inquiries.
Tuesday 3 April 2018, Herald Sun
School in shock after grisly find
Continuum Lesson
Continuum Lesson
Low on the continuum
• spoken language• here and now• personal • informal
Continuum Lesson
Medium / low on the continuum
• spoken language• here and now• impersonal• more formal
Continuum Lesson
Higher on the continuum
• written language• impersonal• formal• generalised
As CRTs, you have a great opportunity to
positively impact students in your classes.
Turn and Talk:
What are some of these opportunities?
Learning Intention: 2. Describe strategies to engage
EAL/D learners
Strategy 1:Create an inclusive environment
EAL/D learners brings skills and experiences which can enrich the classroom, so it is important not to view the student via a deficit model
• Celebrate risks• Questioning, feedback, and wait time• Model making mistakes
• Try to pronounce names correctly• Smile!
Strategy 2:Questioning
The same fundamentals apply to mainstream and EAL
learners.
• Check for Understanding
• Call on non-volunteers
• Avoid things like
• “any questions?” and
• “do you all understand?”
Strategy 2:Questioning
Some differences do apply to EAL learners (but they are
good practice for all students)
• Give sentence stems or frames to reduce cognitive load
• Answer in full sentences
• Echo, Elaborate, Explain, Reteach
• Never accept “I don’t know”. Come back to the student
after a defined period.
• Wait time!
Strategy 3:Wait time
If you take one
thing from today,
please let it be a
mindfulness about
wait time.
Strategy 3:Wait time
• Even though it can feel like you have been waiting forever for an
answer, or even just some small sign that they heard you, in reality it
was probably less than one second. On average, teachers only wait
0.7 and 1.4 seconds after asking a question (Stahl, 1994).
• EAL/D students are often translating from English into their L1,
composing an answer, and then translating back into English.
• EAL/D students often need 8 - 10 seconds to answer.
Strategy 3:Wait time
It’s important to note that ‘listening without the pressure to
respond is an important phase in the learning of a new
language’ (Derewianka 2001).
Students can understand a great deal of classroom talk if
the speaker uses supportive strategies. Listening is a key
first step in learning a language – but only if the input is
comprehensible. Students can lose interest if not grasping
enough and switch off.
Strategy 4:Teach explicitly
• Pre-reading activities
• Predict main idea or topic (heading / title)
• Activate prior knowledge
• Using a sub-skill
(eg - using additive thinking to introduce multiplication)
• Using a universal experience (such as an anecdote)
Strategy 4:Teach explicitly
• Identify and explain keywords. These include culturally
specific words and phrases.
• Some genres and text-types are culturally-specific.
‘Many texts used in the mainstream classroom are
incomprehensible to the ESL learner.’ (Derewianka 2001)
Strategy 4:Teach explicitly
Always provide
models and
worked examples
before asking
students to create
independently.
Deconstruction: an example
Explicit Direct Instruction:Our teaching methodology at Westall
EDI
Explicit Direct Instruction:Our teaching methodology at Westall
Explicit Direct Instruction:Our teaching methodology at Westall
EDI:Aims to avoid cognitive overload
MATHS TIME!• Subtract 5 from 12
• Multiply that number by 4
• Multiply that number by 3
• Divide that number by ½
• Add 24 to that number
• Divide that number by 12
• Subtract 6 from that number
• Multiply that number by 0.7
MATHS TIME!• Subtract 5 from 12 = 7
• Multiply that number by 4 = 28
• Multiply that number by 3 = 84
• Divide that number by ½ = 168
• Add 24 to that number = 192
• Divide that number by 12 = 16
• Subtract 6 from that number = 10
• Multiply that number by 0.7 = 7
What step did
you get up
to?
EDI
DO NOW
Write down 5 verbs beginning with the letter P
DAILY REVIEWYear 8 EALD English
Simple Sentences
Compound Sentences
A simple sentence has a
subject, a verb, a capital letter,
and a punctuation mark.
The subject is who or
what is doing
something.
A verb is an action word.
Identify the subject of this
sentence.
The Tigers defeated the
Magpies.
Identify the subject of this
sentence.
James’ little brother got a
puppy for his birthday.
Identify the subject of this
sentence.
Love is hard to find.
A simple sentence has a
subject, a verb, a capital letter,
and a punctuation mark.
Is this a simple sentence?1.Capital letter
2.Punctuation mark on the
end
3.Verb
4.Subjectwas easy
Omar went home
Most shops close on Anzac Day.
the weather was terrible on the weekend.
She laughed uncontrollably.
Another name for a simple
sentences is an independent
clause.
When you put together two
independent clauses you
create a compound sentence.
LEARNING OBJECTIVES
Students will:• identify and write compound sentences.
Learning Objective
A compound sentence
contains two independent
clauses joined by a comma
and one
co-ordinating conjunction.
Concept Development
Conjunctions are joining words.
Concept Development
Co-ordinating conjunctions organise parts of the sentence.
Concept Development
N
A
B
O
Y
S
Concept Development
Nor
And
But
Or
Yet
So
Concept Development
Mary was not wrong, nor was she entirely right.
The road was long, and we could not see the end.
She would have fallen, but Sally caught her as she
stumbled on the step.
Deon is smart, or Deon is very lucky to pass that test.
I am eating a sandwich, yet I really wanted a pie.
Ned was soaking wet, so he changed his clothes.
Find the conjunction!
Concept Development
Nor Adds something to a negative sentence
And Adds something
But Shows a difference
Or Shows a choice
Yet Shows an exemption (same as but)
So Gives a reason
Concept Development
Mary was not wrong, nor was she entirely right.
The road was long, and we could not see the end.
She would have fallen, but Sally caught her as she
stumbled on the step.
Deon is smart, or Deon is very lucky to pass that test.
I am eating a sandwich, yet I really wanted a pie.
Ned was soaking wet, so he changed his clothes.
A compound sentence
contains two independent
clauses joined by a comma
and one
co-ordinating conjunction.
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Is this a compound
sentence?
The boy ran and his
friend couldn’t catch
him.Higher order question: Why/why
not?
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Is this a compound
sentence?
The boy ran as swiftly as
the wind.
Higher order question: Why/why
not?
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Is this a compound
sentence?
The dog ran away from
his owner, but the old
man caught him, and
put on the dog’s collar
and growled at him.
Higher order question: Why/why
not?
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Is this a compound
sentence?
The car was spotless,
but the engine was
ruined.Higher order question: Why/why
not?
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Tigers
Magpies
Player
Richmond
Football
MCG
Defeated
Lost
Tried
Played
GUIDED PRACTICE
WORD BANK (you don’t have to use EVERY word!)
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Falcon
Eagle
Wings
Birds
Flies
Swoops
GUIDED PRACTICE
WORD BANK (you don’t have to use EVERY word!)
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Girl
Music
Dances
Listens
Hair
Smiles
Hands
INDEPENDENT PRACTICE
WORD BANK (you don’t have to use EVERY word!)
COMPOUND SENTENCE RULES:
Independent clause
Comma
One co-ordinating conjunction
Independent clause
Full stop
Bus
Truck
Blue
Red
Road
Drives
Big
Transport
INDEPENDENT PRACTICE
WORD BANK (you don’t have to use EVERY word!)
EDI – Why is it good for EAL/D learners?
• Learning intentions are clear and measurable
• Students are constantly engaged in the explicit teaching stage
(non-volunteers)
• Answers are always available
Importantly, Checking For Understanding takes place as students are
learning. This allows you to correct misunderstandings as they occur.
EDI – Why is it good for EAL/D learners?
1. Create an inclusive environment built on trust and empathy(Growth Mindset)
2. Question using CFU strategies. Give sentence stems and be curious about student thinking
3. Give lots of wait time, before and after answers
4. Teach explicitly – define keywords, explain cultural norms, use memory aids
2. Describe strategies to engage EAL/D learners
OTHER LIFESAVERS
• https://breakingnewsenglish.com
Has ready-to-go lessons using news stories. Covers reading, writing,
speaking and listening.
• www.vocabulary.com
Create your own vocabulary by copying and pasting text into a box.
Vocabulary development is one of the hardest skills to teach well (and
most important for student attainment). This website ‘gamefies’ vocabulary
learning.
Breaking
News
English
Vocabulary.com
Create word lists or
use ready-made ones
In Summary:Learning Intentions
1. Identify factors affecting EAL/D learners
2. Describe strategies to engage EAL/D learners
3. Relate these strategies to our own practice
In Summary:
Educational context prior to Australia
L1 literacy levels
Variance in spoken v written proficiency
Understanding the teacher / other students
Trauma
Loneliness / isolation
Cognitive overload
1. Identify factors affecting EAL/D learners
In Summary:
1. Create an inclusive environment built on trust and empathy(Growth Mindset)
2. Question using CFU strategies. Give sentence stems and be curious about student thinking
3. Give lots of wait time, before and after answers
4. Teach explicitly – define keywords, explain cultural norms, use memory aids
2. Describe strategies to engage EAL/D learners
And finally:
Using a post-it note
1. Identify a factor affecting EAL/D learners that you hadn’t considered before today.
2. Describe a strategy you might use in your classroom as a result of today’s session.
3. Relate these strategies to our own practice
Thanks for being good guinea-pigs…Enjoy lunch!
