ESL: New Arrivals in a Mainstream Environment.

ESL STUDENTS: Learn their stories to help them learn.Jennifer Zandona

Who...?Where...?What...?How...?Who...?ESL learners have a first language other than English. They are in the process of acquiring SAE. * ESL learners are developing English language skills, literacy skills, numeracy skills, content knowledge and skills of the curriculum concurrently.

What do I need to know?Where do I find it?*Refer to data collected through the enrolment process and observations.AgeCountry of birth and/or countries of residence.Arrival in Australia (if app.)Visa.Language/s.Prior education. Disruptions. Bandscales.Living circumstances.Support resources

If newly arrived In Australia...ImmigrantHow to support... School / Administration: Welcome, data collection, appropriate placement... Teacher: Acknowledge L1/culture, provide visual cues/signs, develop life skills, engage with music & art, use language rich activities e.g. Barrier games... Peers: Tutors, school guides...Family: Classroom helpers, cooking...Promote inclusivity: Flags, events- e.g. Harmony Day...

Life Skills to inform learning and languageInterpersonal/social situationsCookingGardeningShoppingTelephoningMessagesCatching public transportReading signs

Angel, 7years old. Refugee from Burundi.

There are nine girls in my house, but some they die...the baby...

Impact on language and learning:Seeks lots of attention and affection. Enjoys singing chants and songs in L1. Use of rhythm and rhyme in L1 and L2 to develop phonemic awareness.

http://www.mamalisa.com/?t=es&p=910&c=123

Ivan, 8 years old. Refugee from Tanzania.

Grasshoppers are big in Africa...They is blue and yellow and I catched them, banged on them, put them in a bucket. Take off the wings and legs with those sharp things then mum she cook them with lots of chilli. Very yummy!

Impact on language and learning:Has some behavioural problems.Has lied / stolen from other students. Preoccupied with food. Shows a lack of concentration in large groups. Will participate in concrete/hands on activities, e.g. Enquiry based science lessons. Enjoys cooking. Khin-7 years old. Refugee from Burma.

No writing, too hard, too hard, all too hard. I draw picture. Mum she say no go in forest, monster, very big! Men have guns, go bang, bang, bang, very loud. We very scared and running.

Impact on language and learning:Does not engage in lessons, rather sits at desk and draws very detailed drawings of village life and dragons. He has discovered he likes maths.

Saba- 9 years old. Refugee from Burundi. I live with my father and sister. She is bigger. She is mean to me because she has to look after me. Dad, his legs hurt. Soldiers cut him bad. My Mum is in Africa. We dont know ...I can speak some French from there.

Impact on language and learning:She has some knowledge of three languages. Emotionally, easily upset and spends time out of class with friendship and sister problems. Enjoys teacher reading to her.ESL Teaching and Learning Adjustment Plan

-Bandscales

-Strengths

-Focus Areas/ Goals

-Personnel

-Skills

-Class Teacher Strategies and Activities

-ESL Teacher Strategies and Activities

-ResourcesBuild on Existing Frameworks to Develop LiteracyPrior print-literacy backgrounds (if applicable)Home languagesKnowledge from L1 culture/s Experiences that inform referencing & conceptualising. Spoken, visual, spatial, information technology literacies.

ESL learners require explicit instruction in SAE to access curriculum and participate in learning.text and discourse (communicating):

-pragmatics (social usages):

-semantics (meanings):

-syntax (structures):

-lexis (vocabulary):

-morphology (word formation):

-phonology (sounds)The student is at the heart of teaching and learning.DataObservationBandscales>Informs Pedagogical choices>Determines how Curriculum can be scaffolded.*Home language & culture to be valued, celebrated and used.