Teaching & Learning Activities to support EAL/D students
English as an Additional Language or Dialect students first language or dialect, differs from Standard Australian English (ACARA, 2014). Successfully supporting EAL/D students in developing SAE through curriculum capabilities, relies on teachers having an in-depth understanding of students culture; the way students learn; non-verbal and verbal language including sounds used, questions, mannerisms and gestures; and potential barriers such as feelings of shame; hearing loss; lack of eye contact; and volume, pitch and speed of teacher and student speech (The Queensland Department of Education, Training and Employment, 2013). Learning context/Rationale: Within a Year 2 classroom of 24 students, there are 4 Indigenous Wirangu EAL/D students from The Far West Coast of South Australia who use a Western dialect (Mobile Language Team, n.d.). These students are emerging English stage speakers and listeners, and are familiar with some elements of Standard Australian English, determined through sociolinguistic profiles, initial classroom work and informal assessments (ACARA, 2012, p. 9). Wirangu language students use only three phonemic vowels; therefore explicit teaching is required to increase students knowledge of phonemic vowels used in Standard Australian English (Wikipedia, 2013). Key learning areas develop EAL/D students oral language and listening skills in Standard Australian English determined by curriculum requirements, while enabling students to learn bilingually, supported with their Aboriginal English (ACARA, 2014). Spoken, written and gestural forms of Standard Australian English, with bilingual word walls are used to support visual and oral learning (Arthur, Beecher, Death, Dockett and Farmer, 2012, p. 93).
The image Word walls (Arthur, Beecher, Death, Dockett and Farmer, 2012, p. 93). Explicit teaching of phonics and grammar for EAL/D students includes exploring English sound-symbol relationships; analogies/words/phrases with similar/different meanings across cultures using oral language, visual cues, scaffolding, and questioning while promoting
cultural integration within the classroom (McTaggart, 2010, p. 27). Language and activities enable both ways knowledge learning across cultures (Berry and Hudson, 2007, p. 25). Further oral and visual learning activities surrounding this resource encourages enriched, deeper learning opportunities (Nakata, 2011, p. 2). Curriculum Area: English: Language; Literature; Literacy. Content Descriptors: (ACELA1470) Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACARA, 2014). Assessments: Ongoing formative assessments based on activities involve teacher observations of students individual and group oral participation enabling informed assessment of the students developing English language skills (Kearns, 2012, p. 407). Assessment criteria are orally explained and modelled to the whole class. Teaching and Learning Activities: Activities are based on the book Shake a Leg, aim to develop critical thinking skills, and oral language development (Pryor, 2010). Lesson 1: Exploring illustrations -Class think about and discuss book illustrations: What the story is about? How are colours used? Where is the story based? Who are the characters? What are they doing? Why do students think that?
-Reflection on questions/answers as class views YouTube presentation
(Allen and Unwin, 2010) Lesson 2: Whole class-Connecting with words-listening and speaking -Shared reading of Shake a Leg. Students connect with characters, language and ideas within the text. -Using wh questions, students examine phrases, pronunciations and words with similar/different meanings across cultures, using Italian words to demonstrate and scaffold process. -Shake a Leg -hunting for pizza -deadly pizza -youre trying to fly before you have wings -I had to make my sauce sing -what does fella mean? How else can we say this? -All students practice word pronunciations orally. -Students clap word syllables. -Students engage with phonemic vowels in the text supported with flashcards; oral pronunciation and further activities to support word construction using phonemic vowels Issues to consider before and during teaching: Emerging English students may still not understand SAE grammar/sentence structures and pronunciations, gestures, behaviours and lesson requirements, and may not wish to contribute
to classroom discussions, preferring to sit quietly. It is vital to ensure these students are not excluded from discussions/activities (ACARA, 2012). Cultural representation of the students in the classroom by creating rich visual connections is essential enabling students to feel more comfortable in their surroundings (Grant and Yerlo, 2011, p. 58). Therefore, artworks/images will be displayed in the classroom, including vocabulary taught within the classroom printed in both Standard Australian English and Aboriginal English to create a sharing of knowledge, respect and learning. Critical to learning is constructive analysis and meaning-making, supported through oral learning, linking contextual and conceptual understanding with words and visual representations to encourage a deep understanding (Nakata, 2011, p. 4). Oral language learning however, must first involve explicit and informed teaching about English as a language to avoid students falling behind in their learning, particularly when faced with unfamiliar learning challenges (McTaggart, 2010, p. 25). These links will assist students to build language and knowledge, creating connections with their new world. Open ended questions will assist in oral language skill development; however careful designing of questions must be considered. Aboriginal Education Officers or parents/caregivers will assist the communication process between EAL/D students, their peers and the teacher to further develop shared skills and knowledge in listening and speaking (SACSA, 2005, p. 12). While not always achievable, open ended questioning generally encourages more than one word answers. Scaffolding questions related to book illustrations and students experiences is beneficial, such as prior knowledge of pizza making; or viewing a dance, with modified questions such as who remembers when..?. Varying questions and building on each students contribution or indirect questioning such as I wonder why?, then, why do you think that happened? may also encourage student elaborations and discussion (Galloway, 2003, p. 8). It is vital that I dont correct the speech of a speaker of Aboriginal English, but model desired speech (Language and Communication, n.d., p 9). This might occur when asking Aboriginal students to orally express what they see in the book with a reply being, he dancing. I will scaffold the desired speech orally with yes, he is dancing, writing the speech on the IWB. All students will practice the speech to model target forms of SAE language (Galloway, 2003, p. 3).
EAL/D students may also still write or speak in their first language, and may code switch as they attempt to answer (McTaggart, 2010, p. 25). Students must be given more time to process the questions as they code switch from Aboriginal English to Standard Australian English. A critical part of the EAL/D teaching and learning process, is for me to conduct ongoing assessment of students, and teaching and learning activities. Continually identifying further gaps in students progression towards being skilled speakers and listeners in SAE, is also vital.
REFERENCES: ACARA seeAustralian Curriculum, Assessment and Reporting Authority Allen & Unwin (2010, September 20). Shake A Leg trailer [Video file]. Retrieved from http://www.youtube.com/watch?v=OFNCJS0qd-c Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & Planning in Early Childhood Settings. Victoria: Cengage Learning Australia. Australian Curriculum, Assessment and Reporting Authority. (2012). English as an Additional Language or Dialect Teacher Resource: Overview and EAL/D Learning Progression. Retrieved from http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_ Dialect_Teacher_Resource_05_06_12.pdf Australian Curriculum, Assessment and Reporting Authority. (2014). English as an Additional Language or Dialect Teacher Resource: Annotated Content Descriptions: English Foundation to Year 10. Retrieved from http://www.acara.edu.au/verve/_resources/EALD_Learning_Area_Annotations_Engli sh_Revised_February_2014.pdf Berry, R., & Hudson, J. (1997). Making the jump: a resource book for teachers of Aboriginal students. Kimberley, Northern Territory: Catholic Education Office. Galloway, A. (2003). Questions: Help or Hindrance? Teachers use of Questions with Indigenous Children with Conductive Hearing Loss. Australian Journal of Teacher Education. 27(2). Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1319&context=ajte Grant, E., & Yerlo, W. (2011). Indigenous design issues: Ceduna Aboriginal Children and Family Centre. Retrieved from http://www.childrenscentres.sa.gov.au/files/links/FINAL_REPORT_CEDUNA_CHIL DR.pdf Kearns, K. 2012. Supporting Education: The teaching assistants handbook. NSW: Pearson Education.
Language and Communication. [n.d.]. In Aboriginal Benchbook. Retrieved from http://www.aija.org.au/online/ICABenchbook/BenchbookChapter5.pdf McTaggart, R. (2010). Language needs of Indigenous students: issue and strategy. QTU Professional Magazine, (November). Retrieved from http://www.qtu.asn.au/files/3413/2268/2362/profmag2010_mctaggart.pdf Mobile Language Team. [n.d.]. Wirangu. Retrieved from http://www.mobilelanguageteam.com.au/languages/wirangu Nakata, M. (2011). Pathways for Indigenous Education in the Australian Curriculum Framework. Australian Journal, 40, 1-8. Retrieved from http://search.informit.com.au/documentSummary;dn=609902657428412;res=IELIND Pryor, B. M., & Ormerod, J. (2010). Shake a leg. NSW: Allen & Unwin. SACSA seeSouth Australian Curriculum Standards and Accountability Framework South Australian Curriculum Standards and Accountability Framework. (2005). R-10 Languages: (Australian Indigenous) Teaching Resource. Retrieved from http://www.sacsa.sa.edu.au/ATT/%7BF51C47E3-B6F3-4765-83C3- 0E27FF5DD952%7D/R-10_Languages_AI.pdf The Queensland Department of Education, Training and Employment. (2013). Capability Framework Teaching Aboriginal and Torres Strait Islander EAL/D learners. Retrieved from https://indigenousportal.eq.edu.au/SiteCollectionDocuments/eald- capability-framework.pdf Wikipedia, 2013. Wirangu language. Retrieved from http://en.wikipedia.org/wiki/Wirangu_language