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Section 3: Justification for Instruction

It is important that students learning English as a second language have a range of experiences to aide in furthering their
knowledge within literacy (Hammond, 2012, p. 224). There is no need for students at a lower level to be taken out of a
mainstream class, teachers need to have the confidence and the knowledge on how to adapt lessons for these students in
order to create rich and helpful experiences. With the correct knowledge and adaptations, all students have a fair chance of
learning the same literacy focus as every other student. Strategies to assist students such as English as a second language can
include an emphasis on oral language and building and furthering language features and knowledge.
Traditionally, many teachers believe that in order to achieve greatness within literacy you need to have strong reading
comprehension and writing skills (Barone and Hong Xu, 2008, p. 148). However, the importance of oral language is overlooked
regularly and is not often perceived as the foundation for literacy development (Barone and Hong Xu, 2008, p. 148). Goodman
(1982) believes that one of the most important concepts that language learners need to develop is their oral language.
Current research has shown that ESL and EAL/D learners benefit from engaging in conversation and listening during
mainstream classroom activities. This set of skills is considered essential in the development of language and literacy
understandings (Slavit et al. 2002, p. 119).
During session two, students within the focus group are faced with an activity that can only be completed well with the use of
oral language. Setting students up to take part in a communicative activity will ultimately achieve a goal of students partaking
in a meaningful conversation that will further their knowledge and understanding of the topic. Hook (2010, p.13) explains by
giving English as a second language learners the opportunity to discuss and share ideas, it will help these students in clarifying

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and comparing their ideas with their peers. Validated their own thoughts with the thoughts of other students around them can
reinforce the use of oral language and better their literacy development (Gibbons, 2009, p. 7).
Some learners have great difficulty connecting with the written word. Many teachers who specialise in teaching English as a
second language (ESL) students can often recognise students style of writing and whether or not English is their second
language (Saker, 1994, P. 68). Writing is an area where ESL and EAL/D students will often come across problems that ultimately
will put them at a disadvantage compared to other students. Many of these problems stem from students being highly
reluctant writers and refusing to take a shot (Saker, 1994, P. 68). ESL and EAL/D students often view writing as permanent and
for these students once their words have been transferred to paper it could mean that their work could get criticised and
judged (Saker, 1994, P. 69).
Most errors that learners will make when attempting to complete an information narrative is not having the knowledge on how
to structure the piece and a weak understanding of the specific language features (Saker, 1994, P. 69). In order to produce an
information narrative, ESL and EAL/D learners need to have a deep conceptual understanding of the structure and language
features involved in creating this specific text type. The language features needed to develop an information narrative involve;
using descriptive language, first and third person pronouns and tense changes (Wing Jan, 2010, p. 236). Gibbons (1991, p.
106) states most ESL and EAL/D learners have difficulty understanding and using a number of pronouns and tenses within their
writing, therefore reinforcing the choice behind concentrating students attention to these two grammar concepts.
Throughout this session, the students in the teacher focus group will focus on how to identify and write a number of pronouns
and tenses through a cloze/ gap filling activity. Gap filling is a well-known activity that assists ESL and EAL/D learners when
working with and addressing a number of grammar concepts (Jones, 2011, p. 42). Whilst most gap filling activities are normally
students only filling in single gaps, the activity in session three has been adapted so that the gaps are longer i.e. beyond just
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one word. This activity has been adapted to make students aware of the grammatical patterns throughout an information
narrative. Furthermore, gap filling allows students to think about the meaning, context and the potential choices rather than
being confined to just the one possible answer (Jones, 2011, p. 43).
Some students may have trouble connecting with the written word and therefore, results in these students becoming reluctant
writers (Saker, 1994, P. 68). Incorporating appropriate activities and rich experiences for ESL students can ultimately further
their literacy learning and development. Students at a lower level do not need to be taken out of their mainstream classrooms,
they can learn all they need to learn within a whole class environment. Students who work within their mainstream classroom
have the chance to enhance their oral language skills. Having the time to share and clarify with their peers can help students
validate their own thinking (Slavit et al. 2002, p. 119). Students at a lower level or English as a second language are highly
capable students who are in need of some assistance to further their learning.

Word Count: 1079

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References
Barone, D., & Hong Xu, S. (2008). Literacy instruction for English language learners, Pre-K-2. America, New York: Guilford Press.
Fellowes, J., Oakley, G. (2010). Language literacy and early childhood education. South Melbourne: Oxford University Press.
Gibbons, P., (2009). English learners, academic literacy, and thinking: learning in the challenge zone. Portsmouth, N.H:
Heinemann.
Hammond, J., (2012). Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers.
Australian Journal Of Language and Literacy, (35) 1, p. 223-240).
Hook, E., (2010). ESL students: Learning through talking. Practically primary, 15(2), p.13-15.
Jones, R., (2011). Functional grammar in thee ESL classroom: noticing, exploring and practicing. England, Houndmills:
Macmillian.
Slavit, G., Moore, M., & Maloney, C. (2002). Teaching English and Literature to ESL students. Journal of Adolescent and Adult
Literacy, (46) 2, p. 116-128.
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Saker, J., (1994). Teaching ESL students in the mainstream classroom. Gosford: Bookshelf Publishing Australia.
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press.
My place references
http://www.myplace.edu.au/default.asp
http://www.abc.net.au/abc3/myplace/

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