EDMT5533 Teaching in Multilingual Classrooms

1. EDMT5533Teaching in Multilingual Classrooms Semester 1, 2011 Presentation one

2. Why this course? • Migration is increasingly an international phenomenon and many schools/classrooms will have a culturally and linguistically diverse (CALD) student population • many (CALD) students need support learning English as a second language • Classroom teachers best placed to meet needs of these students particularly when the provision of ESL support is so stretched in NSW classooms

3. Course outcomes The goal of this short course is to • provide you with a foundation and a framework for the successful teaching of English as an additional language in the context of multilingual primary classrooms. • encourage you to make decisions about appropriate classroom strategies and methods across the curriculum; • give insight into current debates within the field; and suggest a direction for future thinking.. • understand ELL student strengths and needs • understand how English as an additional language develops and how to help this process • understand the language demands of different KLA’s • so you will be more confident in developing the spoken and written language of all students in your classroom

4. Course topics • Who makes up the multilingual classroom /Why do we need to support English language in the classroom? (A language across the curriculum perspective) • Designing Materials: talking for learning • Designing Materials for classroom interaction • Learning to read in an additional language / Designing reading activities • Writing for learning • Bringing it all together/Grammar

5. 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 will need ESL support and some will be proficient in English • ESL students are those LBOTE students who are learning English as a second language.

6. LBOTE and ESL learners Total school population LBOTE population ESL population Refugees Migrants International Students

7. Make a note of the students you teach LBOTE students: ESL students: New arrivals: Refugees: Language spoken: Countries of birth:

8. Learner diversity LBOTE Students ESL Students Near/at native born in Australia born overseas proficiency 1st Phase 2nd Phase 3rd Phase

9. 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. ESL students must: - learn English, - learn through English and - learn about English at the same time (Halliday, 1980) As teachers need to understand HOW English is developed as a second language

10. Learning English as a Second Language This involves: • New sounds and symbols • New intonation patterns’ • New lexis (vocabulary) • New non-verbal signs • New social structures • New cultural information

11. Learning English as a Second Language And is accompanied by general difficulties learning English • 44 sounds in English (grapho/phonics) • Word stress and intonation e.g. Say (He gave me the book) • Past tense • Metaphors • Idioms • Multiple word meanings • Confusion e.g. in, on, at, to the,

12. Learning English as a Second Language Consider how children learn to speak as babies - discuss

13. Similarities when learning first language and learning a second language All language is learnt through: • using language for real purpose • genuine need to communicate • exposure to meaningful language • interaction • scaffolding - adults provide support to ensure a child’s participation in interaction is successful. • a similar acquisition process: single content words - chunks - more productive language

14. Differences when learning first language and learning a second language How would the development of English as a second language differ If the student entered school at age nine having had schooling in their first language (L1)? Discuss 2min

15. Differences when learning first language and learning a second language A second language is learnt: • usually at an older age and having already learnt a first language (L1) through the above process • by building on knowledge gained learning L1 • in an environment where there is less time to learn and greater expectations to speak • in an environment that can be more stressful and threatening • while learning new concepts (e.g. time) • while learning to read and write at the same time

16. 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

17. How long does it take to learn English? BICS & 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) 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. Dr.Jim Cummins is a professor at the Ontario Institute for Studies in Education of the University of Toronto where he works on language development and literacy development of learners of English as an additional language. In 1979 Cummins coined the acronyms BICS and CALP to refer to processes that help a teacher to qualify a student's language ability. Useful reference http://www.everythingesl.net/inservices/bics_calp.php

18. How long does it take to learn English? In addition: • 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

19. 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

20. Learning English as a second language - Comprehensible Input We acquire language:- • when we can understand what we hear and what we read. • when it is meaningful to us • when it serves a useful purpose • When it is related to recurring tasks • When it builds on the language of earlier experiences. • When there is substantial exposure to language and modified participation. • When there is time to think and to clarify

21. Learning English as a second language - Language and Context Whenever language is used the context determines how it is used. Context of culture: people of a particular culture share common expectations and assumptions about how things are done. E.g: university students Context of situation: the occasion in which language is being used can also dictate the language used. E.g. at a restaurant

22. Learning English as a second language - Language and Context Context is characterised by three features: 1. What is being talked or written about; topic (FIELD) 2. The relationship between the speakers or the reader and the writer (TENOR) 3. Whether the language is spoken or written (MODE).

23. Learning English as a second language - Schema Two types of schema • Content schemata (background knowledge of the world) “A single to Central please”Where am I? “I missed my RFF last week!” • Formal schemata (background knowledge of rhetorical structure) “Once upon a time…” What is the text? “Dear Sir/Madam”

24. Learning English as a second language – elements to help ESL students achieve. The following elements to help ESL students achieve. • A learning environment that supports their welfare needs as well as their learning needs • Teachers who are sensitive to cross cultural needs and have knowledge of language development. • An inclusive curriculum that is relevant and challenging. • 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 • encouraging interaction in English in both social and academic situations

25. Learning English as a second language – activities Activities facilitate language learning when they are designed to allow: • Noticing aspects of language. Students are using receptive language skills • Recycling of target language. Students are using receptive & productive language skills • Recasting of target language. Students are using predominantly productive language skills

26. Learning English as a Second Language – ESL Based Teaching Sequence

27. Teacher talk: Initiation Response Feedback (IRF) Patterns of student-teacher interactions in the classroom can restrict student talk. The followingIRF pattern provides little opportunity to stretch learner language: Initiation (What is this?) Response: (a Kangaroo) Feedback: (Good) • "At times...the IRF structure makes it unattractive and unmotivating for students to participate in classroom interaction, since their responses may be evaluated or examined publicly, rather than accepted and appreciated as part of a joint conversation" (van Lier 1996: 151)

28. Talking for learning: alternatives to IRF reference Janet Freeman 2004 This is a kangaroo. In groups discuss what you know about and write down 3 things about kangaroos to share with the class

29. Talking for learning Group work has three important benefits for language learning: 1. Learners hear more language – increases input 2. Learners interact more with other speakers – increases output 3. Language is contextualised – heard in an appropriate context and for a meaningful purpose

30. Talk facilitates… risk taking critically analysing clarifying constructingdeconstructingreconstructing TALK facilitates questioning hypothesising deducing negotiating