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In 2006 the Ministry of Education produced the first of three DVDs for teacher professional development: Making Language and Learning Work 1: Integrating language and learning in secondary Maths and Science. The DVD and the accompanying facilitation notes were available for schools in the 2007 school year.
The series of DVDs provide annotated examples of effective teacher practice showing integrated language and curriculum content area teaching and learning for students from diverse language backgrounds. Such materials are available overseas but this is the first comprehensive series of New Zealand materials.
The materials support teachers to meet recommendations in a number of documents which provide guidelines for teaching students from diverse language backgrounds in mainstream classes:
The materials also exemplify the application of the English Language Intensive Programme Years 7 to 13 (Ministry of Education, 2003) and Effective Literacy Strategies In Years 9 to 13 (Ministry of Education, 2004) in relation to students who are learning English as an additional language.
The materials show examples of effective practice in planning and delivering models of curriculum area units of work that integrate English language learning with learning in content areas in mainstream subject classes. They enable teachers to understand how to integrate effective literacy strategies into their teaching and learning programmes, and to observe how a range of teachers in different subject areas scaffold language and content area learning. The materials model how to personalise learning by supporting students at different levels of English proficiency in a manageable way in mainstream classes.
Note:The DVDs feature teachers and students in mainstream secondary and primary classes of diverse learners. In some instances filming was done after school hours. In these instances, all students in all classes were invited to participate, but not every student in every class did so.
We suggest you initially approach the DVD by zooming in on the three small snapshots described here in a focussed faculty meeting. We are suggesting that you return at future meeting during the rest of the year to look at other aspects of the DVD using the next sets of facilitation notes which will be sent out once a term over the rest of the year. Each snapshot is linked to a principle of effective teaching for learners from diverse language and cultural backgrounds.
The snapshots focus on teachers integrating content and language and learning for students from diverse linguistic and cultural backgrounds. Note that this resource is composed of a number of these snapshots selected from a teaching sequence, but these are not shown in the order in which they were taught.
Each snapshot has the following foci: As you look at each one, think about the focus, and the analysis questions.
Each snapshot has:
Remember: whenever you choose an approach or select a teaching/learning strategy, you should:
Learning is much more likely to be retained and transferred to new situations when this happens.
Strands:
Questions to use when watching the sequence
Strand 1: Finding out the learner's prior knowledge
Teacher How does the teacher find out about the students' prior knowledge? What strategy does she use in this case and how does it work? Learning grid
StudentsWhat does the student say about the helpfulness of this strategy? Do the students work individually, in pairs or groups (level of interaction)
Language and content lesson focusWhat are the language and content points? How are these communicated to the students?
Strand 2: Using approaches that build on prior knowledge
TeacherWhat approach does the teacher use to build prior knowledge and why?
Student What does the students say about the use of this strategy? Anticipatory Guide
Reflections: What else?
What strategies do you use to find out about your learner's prior knowledge or to build on prior knowledge?
How would you provide extra support to new learners of English - in this case with using scientific language to write a paragraph about genes?Suggestions for What else?
Other Strategies Online to use when finding out about and building prior knowledge.
Strand: Making the lesson comprehensible to all learners ( Clip 3 – 0:32)
Teacher What strategy does the teacher use? Concept map
StudentsWhat does the student say about comprehensible teacher talk?
What is the level of interaction?
What do the students think of the strategy?
Language and content learning outcomesWhat are they?
What approaches and strategies do you use to make lessons comprehensible to students?
How do you provide materials at different levels of language and content?
Other Strategies Online that help make learning comprehensible:
Strategies to use prior to watching
Ask the teachers to sort these words into a concept map – and add words of their own:
Then use the questions above.
Strand: Linking learning to real life ( Clip 4 – 1:30)
TeacherHow does the teacher make links to the students' experiences and interests? Why does he think this is important?
StudentsWhat do the students think of the approach taken to link learning to the students' knowledge and experiences? Do the students work individually, in pairs or groups (what's the level of interaction)?
Language and content focusWhat are the language and content points? Are these communicated in this section? How engaged are the students?
How do or could you make the abstract concrete at the beginning of a new topic?
Use the experiential learning approach, use manipulative materials.
Other Strategies Online to use in designing units linking learning to real life:
Resources: The language of Science
Ask your ESOL teacher about the science texts at different levels in the English Language Intensive Programme (ELIP).
The Language of Science (Specialised language)Supplementary to the ARB resource:
Possible problem areas with language commonly used in Science:
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Philadelphia: Open University.
Search out your departmental copy of a useful longstanding Ministry of Education resource Language and Learning in Secondary Science (Fran Edwards and Sylvia Hill)
Ensure that you have read the Introduction to these notes before using this section.
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Strand: Using approaches that build on prior knowledge ( Clip 1 – 13:45)
Note: These are snapshots of class interactions.
TeacherFrom what context might he have drawn the data he asks the students to describe?
How does he prepare the students for language and content in this lesson?
What strategy does he use? Why?
What other information would he have given to the students in addition to the statement 'I've written some numbers'
StudentsDo the students work individually, in pairs or groups? What is the effect of the choice? (What is the level of interaction)?
Language and content focusWhat are the language and content points? How are these communicated to the students?
How does the teacher use context to build mathematics content and language learning for all students?
How does the teacher help students notice the word "median"?
What strategies do you use to build your learner's prior knowledge?
Strategies Online to use when finding out about and building prior knowledge:
Build on prior knowledge
Work by yourselves, writing what you do to build on prior knowledge for learners in your classes.
Share your ideas with a friend and then in the group.
Think, Pair, Share
Strand: Making the lesson comprehensible to learners through differentiation – using different levels of scaffolding ( Clip 3 – 8:01)
TeacherWhat strategy does the teacher use? Why?
StudentsWhat do the students say about the benefits of using the student's first language (L1)?
Language and content learning focus pointsWhat are they?
What ways have you been able or could you use to incorporate the use of L1 in the classroom?
Strand: Making the lesson comprehensible to learners – providing links to real life, experiential learning ( Clip 4 – 5:56)
TeacherHow does the teacher make the learning link to the students' experiences and interests? Why does he do this? How does the teacher encourage academic and content talk?
StudentsDo the students work individually, in pairs or groups (level of interaction)? What task do the students carry out? Do the activities integrate all the skills (listening, speaking, reading, writing)?
Language and content learning outcomeWhat are these? How are they conveyed?
Note the use of modals (for example, 'could') in the discussion. Modals are verbs that show degrees of certainty or probability
Resources: The language of Maths
Possible problem areas with language commonly used in Maths:
Mathematics sites
Check your department shelves for a longstanding useful Ministry of Education resource: Language and Learning in Secondary Maths (Fran Edwards and Sylvia Hill).
Apprenticing Adolescents to Reading in Subject-Area Classrooms: How to teach reading in content areas (Phi Delta Kappan Journal). Years 9-13.
Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students: Research suggests that students learning to read need to be taught how to use specific strategies for understanding a text.
Primary (print) | Primary (online) | Secondary (print)
These texts are suitable for English language learners in primary and secondary.
Primary (print)
Selections SeriesThis series of collected texts, audio, and teachers' notes has been developed for English language learners in years 7 to 13. They have been sent free to schools with students in years 7-13 who receive ESOL funding. All titles are accompanied by teachers' notes, and some have audio files too.
2009 - New Zealand at War:
Primary (online)
Secondary (print)
Course planning overview
The following is a list of the key course planning documents followed by an overview of model course approaches.
Steps in course planning links to the requirements for NZQA Course Approval and Accreditation for ESOL courses for international students and suggests how the criteria can be met.
Opportunities for multi-levelling identifies some of the ways that teachers can plan learning pathways for classes with learners at different levels.
The course planning template provides a structure for teachers to plan their own courses and includes links to the New Zealand Curriculum, ELLP and ELIP.
Model course approaches
The overview of model course approaches below provides a summary of the course titles, topics and assessments for all five model courses. The model course outlines provide detailed exemplars across a range of ESOL levels and learning situations.
Topics
Assessments
Foundation
(ESOL unit standards in brackets could be used for extension)
Junior ESOL Transition
Portfolio entries including:
Senior NCEA ESOL
The course is based on Our Changing World
The following level two ESOL unit standards:
Senior EAP Literacy
Short term ESOL for International students
Literacy in Secondary School Contexts aims to assist secondary teachers to incorporate subject area literacy teaching and learning into their programmes of work.
The resource has been organised into 5 modules:
Module 1: Introduction
Module 2: Subject area literacy for students in years 9–13
Module 3: Exploring aspects of subject area literacy within a technology context
Module 4: Exploring aspects of subject area literacy within a science context
Module 5: Exploring aspects of subject area literacy within a social studies context
“Literacy is a human right, a tool of personal empowerment and a means for social and human development. Educational opportunities depend on literacy.” UNESCO
Literacy is central to all levels of learning, through all delivery modes. Literacy is an issue that concerns everybody.
The Ministry wishes to acknowledge the lead writer Chris Thornley, the development team, and the subject advisers, teachers, and students who have contributed to the development of this resource.
Making Language and Learning Work 2: Integrating language and learning in secondary English and Social Sciences follows the 2006 / 2007 Making Language and Learning Work 1: Integrating language and learning in secondary Maths and Science. During 2008 a third DVD, with a primary focus, will be produced by the Ministry of Education.
The materials also exemplify the application of the English Language Intensive Programme Years 7 to 13 (Ministry of Education, 2003) and Effective Literacy Strategies In Years 9 to 13 (Ministry of Education, 2004).
The DVDs show how a range of teachers in different subject areas scaffold language and content area learning. The materials model how to personalise learning in a manageable way. Such materials are available overseas but this is the first comprehensive series of New Zealand materials.
This set of notes supports on-going English and Social Sciences department or faculty-based professional learning. The DVD does not attempt to show all aspects of the lesson sequences, nor does it aim to provide step-by-step guidance in how to teach particular units in 2 English or the Social Sciences. It depicts approaches, selected from a series of lessons, which could be incorporated into a wide variety of learning contexts across the curriculum.
The notes are also available from the home page of ESOL Online with links to full explanations of each of the strategies/approaches. Additional support material can be accessed from links on the English and online community.
Know the learner
Begin with context embedded tasks which make the abstract concrete
Provide multiple opportunities for authentic language use with a focus on learners using academic language
Ensure a balance between receptive and productive language
Help students achieve the same explicit learning outcomes using differentiated levels of support
The following two principles are not listed separately but are implicit throughout the DVD.
Identify the learning outcomes including the language demands of the topic
Include opportunities for monitoring and self-evaluation
These notes follow the “Play by Subject” sequences. The notes are sequential. Chapter headings may appear differently on different players, so instead of giving chapter headings for each of the reflective sequences, the principle and the strand are cited. For example – English, Year 9, Know the learner: Finding out the learner’s language and schooling background.
We suggest you initially approach the DVD by zooming in on one or two small snapshots in a focussed faculty meeting. In future meetings during the rest of the year you can return to look at other aspects of the DVD. Each snapshot is linked to a principle of effective teaching for learners from diverse language and cultural backgrounds.
Details of how to use each strategy or approach, the purposes of each strategy or approach, and examples, are available from the strategy section of ESOL Online.
Overview of the notes
A generic reflection template for use at all times when viewing and discussing.
This covers:
Specific templates tailored to particular sequences that model the strategies/ approaches used.
Prompts the facilitator to other items of interest.
Supplementary resources.
Whenever you choose an approach or select a teaching/learning strategy:
Learning outcome and language focus
How explicit or implicit is the language focus? What would you infer the language focus to be?
What the teacher does
What is the strategy/approach? What is the teacher planning to achieve? Does the teacher explain why the strategy/approach is being used?
How is strategy use modelled? Consider – instructions to students, content knowledge and language the students will need to complete the task, reflection on how well the strategy worked.
At what point in the lesson cycle is this sequence being used? What other tasks prepared the students for this task?
What the students do
Are the students clear about the purpose for using the strategy? In what ways could it help them learn?
Are the students working individually or collaboratively? If collaboratively, what role does each student have?
Links to The New Zealand Curriculum (2007)
How could you use these approaches/strategies to facilitate the implementation of the new curriculum in your subject area?
Consider the Achievement Objectives, the Key Competencies and Values.
What you would do differently? Why?
Consider your context, your students.
Finding out about learners’ language and schooling backgrounds
Prompt: What does the Afghan student say about what she finds difficult in English?
Finding out about learners’ prior knowledge
Hot Potato
Question to ask before viewing the Hot Potato strategy:
Generic template to observe the Hot Potato strategy.
Prompt: What reasons does the teacher give for circulating around the groups as they work?
Using approaches that build on prior knowledge
Prompt: Note how the teacher amplifies her language when giving task instructions. (Try and visualise, try and make a picture in your mind).
Prompt: What does the Afghan student say about the benefit of using her first language (L1)? (Follows the listening task - What I can see and What I can hear).
Recycling the use of the same language in different ways
Information Transfer
Generic template.
Prompt: What does RIQ stand for? What is the purpose of the RIQ task?
Using approaches that include listening, reading, viewing, speaking, writing and presenting
Text Frame
Planning the learning tasks so that all learners are actively involved
Reading in Four Voices
Use the description of the strategy on ESOL Online as a text for ‘reading in four voices’.
Co-operative Mind Map
Making the lesson comprehensible to all learners
Prompt: What does the student say about the benefit of wall charts?
Creative Cloze
Writing Frame
Writing frames:
The Year 9 teacher uses the Selections series as her initial text. The Selections series provides appropriate, high-interest, theme-based reading for English language learners in years 7-13 who find the usual classroom reading material more difficult. Audio and teachers’ notes are available.
Other appropriate resources to support English language learners:
Prompt: What does the Mandarin speaker say is most difficult for her in English?
Finding out learners’ prior knowledge
Vocabulary Jumble
Use these words to practise a vocabulary jumble: lexical word, clusters, grammatical word, collocation, receptive vocabulary, modals, auxiliaries, nouns, phrasal verbs, adverbials, tense, active vocabulary, clines, productive vocabulary, frequency
Prompt: What are some of the ways that diverse students can be used as an asset in the classroom?
Giving learners many opportunities to first notice and then use new language
Prompt: What is the purpose of using the words from the vocabulary jumble in a different task?
5 Ws and an H
Prompt: What does the student say about the value of reusing key words in different ways?
Using approaches that include listening, reading, viewing, speaking, writing, and presenting
Listening Round
Reaching a Consensus
Prompt: How would you stop individual students dominating in group work?
Prompt: What does the Mandarin speaker say about the value of having time before speaking?
Prompt: What does the student say about the focus on text structure?
Prompt: What does the teacher say about the benefit of group work?
Shared Writing
Prompt: What do the teacher and student say about the value of reflection at the end of a lesson?
Prompt: If you have watched the whole of the Year 11 sequence, reflect on how the tasks are sequenced to support the outcomes at the end.
English Language Intensive Programme Years 7-13 Resource (ELIP). See Stage 3: Oral Language (4) and Reading (9), for example.
Setting the learning context
Story Graph
Prompt: What does the student say about the value of the story graph?
New Ideas
Prompt: What do the students say about what helps them work out word meanings in text?
Reading Overview Grid (a type of advance organiser that clarifies a purpose for reading)
Some other advance organisers:
Prompt: What do the students say about the value of group work?
Word Clusters
Double Entry Journal
A double entry journal is used here for... If I had been the teacher I would have...
The teacher says the value of the journal is... In my class I would use it for...
Prompt: What does the student say helps him learn?
Mind Mirror
Co-operative Reading
Freeze Frame
Other appropriate resources to support English language learners
English Language Intensive Programme Years 7-13 Resource (ELIP) See Stage 3: Reading (6) and Writing (12 and 14), for example.
Prompt: What does the student say about his role helping newly arrived students?
Prompt: How does the teacher find out about the students’ Social Studies skills and knowledge?
Prompt: What does the teacher say about integrated rather than withdrawal classes for ESOL students?
Prompt: What does the teacher say about the importance of having both a language and content focus?
Prompt: In what ways might the following tasks based on the Pasifika high achievers text be expanded to include the ethnicities of non-Pasifika students in the class?
Speaking Frame
Prompt: What do you notice about the students’ language when they use the speaking frame? How would you extend your students with a speaking frame?
Concept Star
Dictogloss
Prompt: What is the role of the concept star in the next step in the sequence?
Prompt: How does the teacher use first language (L1)?
Prompt: How does the teacher use the ideas in this dictogloss in another way at the end?
Jigsaw Reading
Prompt: The students use their mother tongues (L1). What conditions are needed in the classroom for this to happen?
Prompt: How does the teacher provide support to different language speakers?
Collaborative Poster
Oral Language in the Introduction and Years 9-13 The English Language Learning Progressions (ELLP)
English Language Intensive Programme Years 7-13 Resource (ELIP)
Prompt: What does the Samoan student say about her language background?
Prompt: What does the Chinese student say about his use of dictionaries/friends?
Generic template re how the teacher finds out prior knowledge
Prompt: What does the teacher say about having a language focus?
Note especially:
Split Information
Writing Definitions
Prompt: How does the teacher support the students in doing this?
Prompt: How does the teacher build in reflection at the end of the lesson?
Prompt: What is the role of the bilingual tutor? How would you use a bilingual tutor?
Prompt: What is the purpose of the quick activity the teacher does at the end of each lesson?
Explanatory notes:
We are learning to.... (Walt)
What I am looking for...... (Wilf)
Verb Story
The teacher explains the process and writes the verbs on the board, with each verb on a new line. The students retell the process using the verbs as prompts. They then write down the process and compare their version with the original. The benefits are that students focus while listening. They also notice and use correct verb forms and can use the verbs on the board as a scaffold for their writing. The students listen, read, speak, and write. This helps learners tofocus on forms of words.
Picture Matching
Writing Frames
Prompt: How could the student who asks “[What is] that long word, that ‘c’ word?” be supported more to learn the word well?
Linking learning to real life
Prompt: What does the teacher say about how to sequence a lesson?
Ask and Answer
Prompt: What does the student say about her role as an expert?
Sequencing
Prompt: How does amplifying text (adding another explanation) help English language learners? (harvested - picked)
Say It!
Note: In the Say It! the student talk is brief. Discuss ways that you could assist students to extend their talk.
(A1) You are the teacher – How might the student talk be extended?
(A2 ) You are the teacher – Why did you use the Say It?
(B1) You are a student – Would you rather use a Say It! in a small group or in the large class?
(B2) You are yourself – In what context could you use this technique in your classroom?
Prompt: On reflection at the end of the sequence of tasks, what does the teacher say she would do another time?
See English Language Intensive Programme Years 7-13 Resource (ELIP), for different types of verb patterns (Stage 2: 3 Oral Language, recount, for example).
Focus On English: English for Science 5 – Weather; English for Science 6 – Conservation
English Language Intensive Programme Years 7–13 Resource (ELIP), Stage 2 Reading: 10 &19 (description), 14 & 20 (explanation); Stage 3: 12 (description), 8 & 16 (explanation).
Prompt: What do the students say is difficult?
Finding out learner’s prior knowledge
Finding Out Table
Prompt: What does the teacher say is the value of prior knowledge?
Prompt: Why (says the student) is it important to make connections from English to the first language (L1)?
Role Play Cards
Generic Template
Guided Writing (statement, explain, example, why it is important)
Listening Dictation (Title, axes, lines, label)
Barrier Exercise
Three Level Guide
Structured Overview
Consensus
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