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Presented by Ema Mestrovic and Hannah graf

PP. Presented by Ema Mestrovic and Hannah graf. School background.

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Presented by Ema Mestrovic and Hannah graf

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  1. PP Presented by Ema Mestrovic and Hannah graf

  2. School background • St Judes is a co-ed primary school located in Fairfield High levels of diversity with many students coming from a Middle Eastern or Eastern European background Many students are learning English as a second language and lack parental support Stage 3

  3. Language Barriers • Australia’s multicultural society has resulted in various languages being used in different communities, resulting in many students learning English as a second language. Younger students have been shown to adopt a second language with ease; stage 3 students who are unfamiliar with reading and writing English may encounter language as a barrier to developing literacy (Emmit et al, 2011). This is particularly crucial, as various education resources belive that the onset of puberty can often impair an idividual’s ability to meaningfully adopt a second language (Emmit et al, 2011). Students who are faced with these language barriers often fail to meet national literacy standards and are outperformed by their English speaking peers (Wigglesworth, Simpson & Loakes, 2011). Worringly, statistics show that this initial barrier to literacy can often result in ESL students consistently achieving poor academic results and developing an aversion to education, due to poor self belief (Ruiz, 1984). Therefore, it is crucial that these language barriers are overcome.

  4. Strategy one – Social Learning • - Social learning promotes the use of literacy through communication with peers.- Creates more meaningful literacy development.- Extends learning beyond the classroom. • Social Media – Edmodohttps://www.edmodo.com/

  5. Strategy two - Differentiation • - Improves the quality of learning experienced by ESL students.- Allows all students to work at their own level. • Encourages deep engagement.Read and Response activities – Quia • http://www.quia.com/

  6. Strategy three - Scaffolding • - Providing visual stimulus enables ESL students to remain engaged and develop context regaining the English language.- Promotes higher order thinking. • Learning objects • http://a4esl.org/

  7. Issue: Home support • support dramatically affects student’s higher order thinking skills, test achievement and overall academic successlack of parent response because they believe it’s the teacher’s jobparents feel they cannot help their children because they cant speak English, feel inadequate or because of cultural differences in literacyWe have developed a variety of innovative strategies to encourage home support and assist parents in helping their children with home-literacy. • We have developed a variety of innovative strategies to encourage home support and assist parents in helping their children with home-literacy.

  8. Strategy one: Developing culturally appropriate literacy activities • Incorporate student’s cultures into individualised literacy programs in order for parents to support their childrenDeveloping literacy programs that are culturally responsive it gives the students the opportunity to learn and adopt new skills by building on prior knowledgeReading recipes, discussing television programs or films, reading magazines or newspapers, reading wordless books and researching current events. • http://www.fodey.com/generators/newspaper/snippet.asp • http://translate.google.com.au/ • Differentiation

  9. Strategy two: Interactive read-alouds • Inform parents about which books to chooseConduct workshops or one on one meetings with parents to demonstrate comprehension techniques e.g. making predications, questioning, making connections, inferring, discussing images and writing alternate endingsEngage in conversation - children can retell the events in their home language After reading: • http://www.quia.com/ • Comprehension and reading/writing and responding to texts

  10. Strategy three: Using computer technology for reading and writing • For students to be successful learners of the 21st century they need to develop fundamental computer skillsParents and children can explore the Internet together Examples include: researching something that interests the students, playing online literacy games, sending emails, reading current articles, reading real-life debates and researching their own culture. • Voice blogging: http://www.voxopop.com/ • ICT skills

  11. Conclusion • Teachers must be persistent in providing parents with explicit goals • Providing clear instructions • Choosing culturally appropriate activities • Maintaining teacher-parent communication

  12. References • Emmit, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2011). Language & learning; An introduction for teaching (5th ed.). South Melbourne, Victoria: Oxford. • Ginsberg, M. B. (2005). Cultural diversity, motivation, and differentiation. Theory into practice, 44(3), 218-225. • Kayi-Aydar H. (2012). Scaffolding language learning in an academic ESL classroom. ELT Journal, 67(3), 324-335. • Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15-34. • Wigglesworth, G., Simpson, J., & Loakes, D. (2011). NAPLAN language assessments for Indigenous children in remote communities: issues and problems. Australian Review of Applied Linguistics, 34(3), 320-343. • Woolfolk, A., & Margetts, K. (2010). Educational psychology (2nd ed.). Frenches Forest: Pearson. • Bus, A.G., Van, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21 • Enz, B.J. (2003). The ABCs of family literacy. In DeBruin-Parecki, A & Krol- Sinclair, B. (eds), Family literacy: From theory to practice (pp. 50-67). Newark, D.E: International Reading Association. • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers Collage Press • .Tompkins, G., Campbell, R., & Green, D. (2012). Becoming an Effective Teacher of Language, literature and literacy in literacy for the 21st century. Frenchs Forest: Pearson Australia. Websites https://www.edmodo.com/ http://www.quia.com/ http://a4esl.org/ http://www.fodey.com/generators/newspaper/snippet.asp http://translate.google.com.au/ http://www.quia.com/http://www.voxopop.com/

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