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ESL, EAL/ESDTeaching methodologies and
a little bit of theory
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OverviewChallenges students face
ESL Teaching and Learning cycle
Theory
PALLIC and The Big 6 for Reading
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Challenges
High turn-over of teachers
Learning discourse of schooling
Learning in a second language
Reactions to teaching methods
Low expectations
Racism
Gaps in language skills
Seeing the relevance of work
Within School Outside of SchoolHealth issues (hearing)
High Transience / Prolonged absences
Overcrowded housing
Intergenerational trauma
Family breakdown
Responsibilities at home
Lack of Englishenvironment at home
•Substance abuse
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Together, all these can affect motivation and self-esteem in the school context which
then have an impact on learning generally and language learning in
particular.
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Building the Field (Knowledge)
Text Deconstruction
Joint Reconstruction
Independent construction
ESL Teaching and Learning Cycle
LOLO
HOLO
Transformations
Writing workshops
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Building the Field
Base you work around a shared experience
Watch videos (You Tube)
Lots of Oral Language
Build Vocabulary
Use heaps of pictures and label them
Play games (Quizzes etc)
Revisit Field Every lesson
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Text Deconstruction
Introduce a model text (write your own! know your end point)
Pull it apart using the structure of the genre
Colour code
Tell them the social purpose of the genre
Know your Grammar (Functional) (Metalanguage)
Teach writing tools
Identify Audience
Teach how MEANING is made by words.
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Joint Construction
Rebuild the original text
Use what you taught in the deconstruction.
Work together in groups or whole class.
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A persons level of understanding in a language community will depend on the quality of the experiences they had. If
as teachers we reduce students’ literacy experience to grammar and words, children have no chance to become
informed about the social value of the text that they study.
Language is social
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Language development is about making informed choices
Teaching grammar as grammar overloads students.This is not because grammar is
hard. Rather, because children try to relate this knowledge to their other understandings. When they are not
ready, they just cannot see the relevance.
Use it as a load-reducing tool
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The functional model
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Recent Theory and the Big SIX
Based on OECD PISA report on where indigenous students are situated internationally with regard to literacy outcomes.
Big 6 looks at the 40 year debate on how to teach reading.
A meaning first, Whole language (top down) vs decoding, phonics, sounds (bottom up)
Findings were that there are 6 keys to effective reading development and that there are flaws in both (top down & bottom up approaches). The Big 6 need to work together as a team.
When readers can’t use bottom up approaches they rely more heavily on top down. When readers can’t use top down they rely more heavily on bottom up.
Poor readers need to focus on word recognition skills to facilitate links to context, which then helps with meaning.
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Big SixOral language and early literacy experiences
Phonological awareness
Letter-sound knowledge
Vocabulary
Fluency
Comprehension
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PALLIC
Principals as Literacy Leaders with Indigenous Communities.