T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Effective teaching and learning for second language learners

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Why this course? diverse student population: cultural and language diversity in most classrooms many students need support learning English as a second language classroom/ subject teachers best placed to meet needs but need support

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Course outcomes you will understand and be able to assess TELL student strengths and needs better you will understand how English as an additional language develops and how to help this process you will understand better the language demands of different subject areas you will be more confident in developing the spoken and written language of ESL (and all students) in your regular teaching

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Course topics Learning English as a second language Talking for learning Creating ‘high challenge – high support’ environments Reading for learning Writing for learning Bringing it all together

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Professional learning approach the course works from what you know and what you want to know there are six modules with between module tasks which involve you exploring your own and your students’ learning the final task involves you preparing a presentation for the group on your findings from the between module tasks

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 LBOTE and ESL learners LBOTE students are those whose parents or who themselves speak a language other than English in the home Of these LBOTE students, some need ESL support and some will be proficient in English ESL students are those LBOTE students who are learning English as a second language.

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Total school population LBOTE population ESL population Refugees Migrants International Students LBOTE and ESL learners

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Learner diversity LBOTE Students Near/at native ESL Students proficiency 1st Phase 2 nd Phase 3 rd Phase

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Students you teach LBOTE students: ESL students: New arrivals: Refugees: Language spoken: Countries of birth:

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Learning English It takes many years for native speakers of English to acquire fluency in spoken and written English. ESL students have to catch up in a limited time. ESL students must: - learn English, - learn through English and - learn about English at the same time (Halliday, 1980) Teachers need to understand HOW English is developed as a second language

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Language development English, like other languages, is acquired in fairly predictable stages second language learners largely follow the same stages as young children learning L1 mistakes can be a sign of learning learners are best taught language just ahead of their proficiency levels

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 How long does it take to learn English? BICS & CALP According to Cummins (1984), there are 2 stages of language proficiency. The first stage includes Basic interpersonal Communication Skills (BICS) and the second stage is Cognitive/Academic Language Proficiency (CALP). It takes 1-2 years for a new ESL student to be fluent in the first stage (BICS) and 5 – 7 years for an ESL student to develop proficiency in CALP with ESL support. While these stages are sequential they may overlap in acquisition. Jim Cummins, Canadian researcher into second language learning and bilingualism

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 How long does it take to learn English? students who have education in their first language can develop academic English in 4 years or less students who have disrupted education in their first language may take up to 10 years to develop academic English language students who have had no schooling in any language may take 7 to 12 years to develop academic English language

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 Interaction and exposure In the home environment young children appear to learn language easily because of the supportive conditions interaction and exposure to language are the key factors in developing language proficiency In the classroom these supportive conditions can be replicated

T eaching E nglish L anguage L earners across the curriculum | NSW Department of Education and Training, 2009 What helps learning? literacy skills in first language (L1) transfer to English good L1 skills help learning in English supporting the maintenance of L1 using L1 in the classroom to support concept development an inclusive curriculum interaction in English in social and academic situations