TESOL seminars are a partnership between UTS and the Department of Education.
TESOL seminars
UTS staff from TESOL and Applied Linguistics program work with colleagues from DoE Multicultural Education to identify areas of professional development that directly support EAL/D teachers, their students, schools and communities and design and deliver high quality seminars.
These seminars are research-based with a practitioner focus: how to use current research to develop appropriate and contextualised strategies to support language learners.
In 2020/21, these seminars moved online in response to COVID-19. In view of the overwhelming positive feedback and increased participation for teachers, particularly in rural settings, in 2023 these seminars will remain online. Details of dates are found below.
These seminars are open to teachers in NSW government schools with a TESOL qualification and currently teaching in an EAL/D position in a primary or secondary school, IEC or IEHS. More information about upgrading TESOL qualifications.
Teacher conference
Mode of delivery
In 2023, the seminars will continue to be made available online, as recorded sessions followed by a live Q & A session.
Seminars will be delivered in two parts.
- Preparation. Video recordings will be made available for participants to access during the week prior to the Zoom session. There may be other readings or resources to look at.
- Live, online. A live Q and A session that will take place through ZOOM.
You will also have the opportunity, on the day, to ask questions via the Chat function in Zoom. Please make sure you identify yourself and your school before you add your question.
Seminars in 2024
TESOL Seminar 1: Asset-based approach to EAL/D Education
Saturday, 1 March 2024
Presenter: Dr Germana Eckert, UTS
This seminar explores what is meant by an asset-based approach, the impacts of an asset-based approach on students, and the types of awareness and knowledge needed by teachers who adopt an asset-based approach in their EAL/D classes.
Dr Germana Eckert is a specialist in language teaching methodology and lectures in the TESOL and Applied Linguistics program at the University of Technology, Sydney. She has worked in the TESOL and LOTE fields both in Australia and overseas as a teacher, curriculum writer, manager and teacher trainer to primary, secondary and adult education students.
Asset-Based Approach to EALD Education | Part 1 video transcript
Hi everyone, my name is Germana Eckert. I work at the University of Technology Sydney. I lecture in TESOL and Applied Linguistics, both in initial teacher education for primary and secondary school teachers, but also in adult education at UTS.
In this seminar, I'm going to be looking at an asset-based approach to EALD education, so let's get started. I'd like to begin in this, the third year of the international decade of indigenous languages, to acknowledge the Gadigal people of the Eora nation upon whose ancestral lands our UTS City campus now stands, and from where I'm creating this seminar. I'd like to pay respect to the elders, both past and present, acknowledging them as the tradition custodians of knowledge for this land.
I'd also like to acknowledge the knowledge and the traditions, the assets being passed on by the teachers of the 12 indigenous languages which are today being taught to Australian children. From an original 250 languages and over 800 dialects spoken across Australia when the white people first came to Australia, we now find ourselves in a situation where 12 of those languages are actively being taught, and I acknowledge those teachers' work. I hope it inspires more because if this is the case, then in 40 years' time, the forecast for indigenous languages in Australia is dire, and the knowledge and the traditions, the assets of those people, the forecast for those assets is equally dire.
So in this session, we're going to be looking at what we mean by an asset-based approach and the impacts of asset-based pedagogy on learners, teachers, and the school community. We're also going to be looking at the awareness and knowledge needed to adopt an asset-based approach in EAL classes and what an asset-based pedagogy looks like in the classroom, specifically in the EAL classroom.
So what do we mean by an asset-based approach to pedagogy or asset-based pedagogies? Well, there are lots of different labels for what we mean by this. Let's first go through some of those labels. We have culturally relevant pedagogy, culturally sustaining pedagogy, culturally responsive pedagogy, critical bicultural pedagogy, equity pedagogy, cultural connectedness, critically culturally critical, culturally sustaining revitalizing pedagogy (which is a mouthful), then we have the idea of funds of knowledge, and lastly, in some countries, they also talk about Afrocentric practice. All of these fall under the umbrella of asset-based pedagogies or asset-based approaches to teaching and learning.
Asset-based approaches view students' culture as a strength and contest the way that differences are too often reduced to deficiencies. These asset-based pedagogies are believed to help students develop identities that promote their achievement outcomes. This is from Aras 2022, and it really does sum up what asset-based pedagogies are.
Asset-based pedagogies stem from social-cultural perspectives of learning and student-centered learning approaches. The opposite of asset-based pedagogy is deficit models, and in a deficit model, students' achievement or students' lack of achievement is based on their individual effort, rather than considering social factors around the student as contributors to their success or failure. On the other hand, asset-based pedagogies place a value on students' insights, their languages, their cultural practices—all those contributors, all those social factors that surround the students. But asset-based pedagogies go beyond this because they seek to critique injustices and oppression and other social and political issues.
What this means is that when we talk about placing value on the students' languages and insights and cultural practices, we're not just equating asset-based pedagogies with some kind of celebration of diversity in diverse cultures. Rather, asset-based pedagogies are a means of achieving social justice. Learning routines that incorporate these asset-based pedagogies reflect much more than just academic success because they include the values placed on the students' assets, their cultures, the communities, and the impact that this value has on those students' agency.
All too often in the school system, that system adds on a second culture, a second language, and, in doing so, subtracts that students' original culture and original language. That's that deficit model. Whereas an additive approach results in bilingualism, biculturalism, and an individual with a strong sense of agency—a strong sense of who they are in the world, or rather, we might say, a stronger sense of who they are in the world.
The statue that you see on this slide is by Bruno Catalano, and it's titled "Iori," which in Italian means "The Travelers." It sums up quite well the attitude that people had, but that is still present, unfortunately, in some pockets of society. This attitude that somehow people's capital—and by capital, what I mean is everything that you know and everything that makes you who you are—that capital could be abandoned. Any idea of drawing from your dispositions, your background, your past experiences, and the knowledge you've acquired up until a certain point are not required in order for you to continue to form your own identity. But also, that all that capital, all those dispositions, all those past experiences, all that knowledge, isn't valued by those around you. This is really summed up quite well with this statue, I think, and this is really what we mean by a deficit-based approach. The deficiencies of marginalized or disenfranchised individuals are, therefore, measured against a Eurocentric or Western Centric worldview or ideal. This pedagogical dominance of whiteness that still pervades in some areas. Students who are marginalized or disenfranchised were often labeled at risk or low achieving, and from this statue here, we could say that those kind of students, those people, have been regarded as empty vessels. There is nothing inside because it's nothing that's being valued. This is so untrue, and you can imagine what this can do to a person's self-sense of agency and identity.
So an asset really is the dispositions, the background, the past experiences, and the knowledge that a person has in a Western Centric worldview. Who gets to decide what an asset is? Who decides what's of value, which asset is valuable and which isn't? The long-held belief among researchers and practitioners is that asset-based pedagogies are critical to effective teaching and learning. But curriculum and teaching practices on the whole still reflect deficit ideologies. Programs, policies, and structures don't recognize the strengths that are inherent in many school communities or the social and the historical inequities experienced by marginalized students and marginalized communities.
If we think about that last label that we had on the previous slide—Afrocentric practice—Afrocentric practice involves exposing students to a plurality of viewpoints and cultures and investing in the surrounding community. Therefore, there's this decentering of white and a highlighting of the transformative power of resisting hegemony. As I mentioned previously, it's not just about a celebration of culture when we think about asset-based approaches. It really is an empowering and transformative process.
So according to Flint and Jaggers, there are three pillars to culturally relevant or culturally sustaining pedagogies, i.e., to asset-based pedagogies. These are cultural competence, academic achievement, and socio-political consciousness. If we think about this funds of knowledge approach, it follows the idea that families and communities have skills and resources, beliefs and ideas that are
valuable to the learning-teaching process. Therefore, those students' experiences, languages, cultures, and intellectual capacities are not problems to be remedied. Instead, they become central to the teaching and learning experience in order to foster academic engagement. Therefore, race, culture, and language become additive and not subtractive to learning.
So the teacher's ability to understand the complexities of multilingual students can be a catalyst for learning. This includes students' culture, their language, their ableism, their socioeconomic status, immigration status, their sexuality, and so on and so forth. In short, who they are and how their lived experiences shaped them as people is the basis for asset-based pedagogy.
To me, this quote here in the pink image that you see really does reflect the attitude of a teacher to their students when they're following an asset-based pedagogy. For many monolingual, monocultural teachers, it might be difficult to imagine a world where an individual can switch from one discourse community to another. What does that exactly look like? But it can be done, and in this session, we're going to be looking at what we mean by switching from these different discourse communities.
So it is possible for all teachers, whether monolingual and monocultural or multilingual or multicultural, to be able to recognize the strengths of their students. This quote really sums up for me the way that recognizing and then integrating community cultural wealth into pedagogy can displace deficit models of teaching.
The image that you see here is from The Guardian newspaper. It's a 2018 image. The article was about how to wear the three-coat trend and not fall over. But if we go back to that idea of capital, then our students are coming to us with all these different types of capital, and you can imagine each one of those types of capital as a different coat that they're wearing. You can see on the left and right-hand side of the image different types, some different types of capital. And I'll just go through these for you.
So the first one we have there is aspirational capital—the ability to maintain our hopes and dreams for the future even in the face of barriers. So, um, a culture of possibility if you like. The next one is linguistic capital, so that's the language styles, the blends, the oral narratives, the literature, the folk tales, the songs, the wisdom that has developed out of being raised in multilingual homes.
Familial capital is that cultural knowledge that we draw from families and the deep commitment that an individual has to extended family and their communities. Social capital are those knowledges and experiences gained through community and familial and other networks that teach us and support us as we move through the world. Resistant capital are those knowledges, those skills that we develop through behavior that challenges inequality. So when something happens that you don't think is just and you know how to advocate for yourself or somebody else, make a recommendation to get what you need and overcome that challenge.
We talk about displaying a resistant capital, and the last one there is navigational Capital—the skills that we have to maneuver through and between social institutions or different social environments. For example, being able to be the bridge between a parent who cannot speak English and a health care provider who's giving advice in English. So that's when we think about our students; some of our students might have to do those kinds of things. In doing that, they're demonstrating their navigational Capital.
Now, to complicate it even further, before I said that each coat is like a different type of capital, but we can go one step further. If, for example, we use linguistic Capital, we see linguistic Capital. Each one of those discourse communities where you're using a different kind of language style or Blend, which is associated with some element of a culture, is a different coat in itself. So every different language or discourse that we're using is a coat. Students don't take off the other coats when they're learning English or they're learning in English; they're always wearing all those coats. They're just trying to put another one on—an English one, so to speak. It's our job as educators to recognize these and consider them as valuable assets to the learning and teaching experience. And when I say that we need to recognize these, I mean all these different forms of capital, not only that linguistic Capital.
So on this next slide, you can see a table there with two different perspectives of the world: the monolingual view of the world and the multilingual view of the world. You might like to pause the slideshow here to just have a read through different elements of both of those views. I hope that in your experiences, you feel that there is a trend going on to replace those monolingual views with multilingual views through recognizing as valuable our students' different forms of capital.
We can start to discuss language and culture with reference to an individual instead of with reference to those in power, with reference to the dominant agents in the field, the dominant stakeholders. Unfortunately, research shows us that the shift in views where all students and teachers can have their multilingual repertoire recognized as valuable hasn't yet fully begun at an institutional level in the field of education in New South Wales. On the whole, that linguistic Capital to which some of our students have access isn't valued in the field due to the long history of national policies and discourses in Australia that have framed immigrants and bilinguals in deficit terms. However, autonomous decision-making at the school level to introduce additive bilingual programs can make a positive impact, and naturally, initiatives like this do require schools' communities' sustained support.
So on the previous slide, we were looking at monolingual versus multilingual views, and researchers and practitioners talk about those multilingual views as a third space that's being created. Similarly, in asset-based pedagogy, researchers and practitioners talk about creating a third space between students and teachers through connecting students to their community funds of knowledge. That prior knowledge and the lived experiences of those students are then connected with new academic knowledge.
The three central aspects of asset-based pedagogies are to nurture a sense of belonging, a sense of agency, and a sense of well-being. A sense of community among students and also teachers. So you can see that asset-based pedagogy is much more than just cultural celebration; some might say trivialization and essentializing of culture. It really does go further into nurturing this sense of belonging, agency, and well-being in students and teachers and also then the school community.
And if we go back to those three pillars we looked at in an earlier slide, then the things that teachers need to do, or teachers need to be aware of, the knowledge that is needed on the part of the teachers is to be able to build on students' knowledges and cultural assets, to engage students in critical reflections about their own lives and societies, to facilitate their students' cultural competences and explicitly critique systems of power.
For teachers who are teaching in contexts where deficit models need to be displaced, the competencies needed on the part of the teachers are critical cultural awareness, that cultural knowledge, cultural content integration, and pedagogical language knowledge. In this way, teaching and learning can become emancipatory. How students view themselves in the world and their sense of belonging are impacted by this culturally sustaining pedagogy, this asset-based approach. This is also true then in terms of the awareness and knowledge needed by teachers when using an asset-based approach in EAL classrooms.
So in terms of these three asset-based competencies needed to prepare teachers to teach in contexts where we want to displace deficit models, we want to continue to nurture asset-based models—cultural knowledge, cultural content integration, and language are those competencies that we discussed on the previous slide. With cultural knowledge, we have this idea of constructivist views of learning, so the students are using prior knowledge and beliefs to make sense of new knowledge or new input. Students' cultural knowledge is not usually valued in school contexts, but asset-based pedagogies use teachers' knowledge of the value of students' prior knowledge and teachers' knowledge of how to access that to consider the students' culture as an asset.
So how do we access students' cultural knowledge for learning? Well, incorporation of students' home experiences into classroom instruction is one skill. Using students' culture as a vehicle for learning is another one, and making connections between languages in the community and language use in other contexts is another way to access students' cultural knowledge for learning.
If we look at cultural content integration, that's the integration of students' culture into the curriculum in order to demonstrate to students that these cultures are valued in the classroom or in the school context and in the formal curriculum. And to show recognition of the impact that students' culture has on their identities as young people and students. So their dispositions, their attitudes, and their approaches to learning.
In order to integrate cultural content, teachers need to have the knowledge of what, how, and where to integrate that knowledge. There is evidence that cultural content integration improves students' learning, but it also improves intercultural awareness and intercultural relationships between the students and between students and teachers.
And lastly, language. So obviously, you all know that language plays a major role in students' culture and students' identity. Language is linked to their emotions, an individual's agency, and a person's heritage. One of the most powerful transmitters of culture. Cultivating minority languages is not the sole responsibility of the speaker of those languages; we all are responsible, and especially as EAL teachers, we are responsible for cultivating students' minority languages in order that we can support our students to keep wearing all of those coats that they're wearing.
So what about the place of the teacher in asset-based pedagogy? There are two really important elements here, and the first one is teacher expectancy. The other one is critical awareness. We talked a bit before about asset-based versus deficit-based approaches and the way that our systems, on the whole, our curriculum, and our policies and so on, on the whole still reflect in many cases deficit-based approaches. Pedagogical actions are as important if not more important than any curriculum designs which implement culturally responsive teaching and asset-based teaching. As teachers, then, it's really important that we reflect on our teacher expectancy. That is the inferences that we're likely to draw based on prior experiences or information that we've got about a student's likely level of performance.
We really need to think about these expectancies that we have of our students. We also need to think about our critical awareness. We need to be critically aware because that awareness reflects an understanding of how important it is to leverage our students' culture and our students' assets in contexts where all too often we don't see those kinds of assets. So checking on our teacher expectancy and making sure that we're practicing critical awareness is incredibly important because both of those things will impact on students' perceptions of themselves and students' capabilities and that is on their assets.
So that's the end of the part A video. I hope to see you soon in the part B video, where we'll be looking at what an asset-based pedagogy looks like, looking at some examples of activities that follow an asset-based approach to teaching and learning. So I'll see you all there soon. Bye.
Asset Based Approach to EALD Education | Part 2 video transcript
Welcome to the part B video for this seminar. Let's get started. So let's have a look now at some examples of asset-based pedagogy. There are a couple of really short readings that you've got access to after you finish watching this slideshow, which go into a little bit more detail about some of the different types of activities and practices in an asset-based class environment.
In all of these examples, which adhere to asset-based pedagogies, prior knowledge and lived experiences of the students are connected to new academic knowledge, and teachers employ culturally informed principles to nurture a sense of belonging, agency, and well-being amongst students and teachers themselves.
The example we see on the screen here is classroom circles. It's very similar to the idea of restorative practice circles. Classroom circles, I'm sure you all know, enhance and foster communication. They build relationships, a sense of belonging in the community, and they make everybody equal. There's a really great equalizing force in these classroom circles in terms of peer relationships, but also student-teacher relationships.
Other examples might be ideas of how we, as teachers, locate students. This might be, for some teachers, possible to do home visits. In other contexts where that's not possible, identity projects would be how we could locate our students. As teachers, we need to think about multiple ways of knowing, so the difference between heart and head knowledge and mind knowledge. We might employ read-alouds and writing, so books with characters that are reflective of our students. I'm sure that all of you have used books such as these in your classes. The other thing is fostering a sense of communal responsibility. So as teachers, when we're talking to our students using dialogic and inclusive talk, pronouns such as "we," "us," and "our" are heavily used in order to foster that sense of communal responsibility.
Another tool that teachers can use to open the possibilities of building connections between students' out-of-school knowledge and their understandings in school is open-ended and invitational questions. The vast majority of questions that we ask as teachers are closed questions or display questions, unfortunately. Those yes/no questions and those display questions really don't encourage extended discussions. It's scary to use more open-ended invitational questions because you don't know where your students are going to go, but you're going to learn more about your students when you do ask these open-ended invitational questions. These kinds of questions are also really great at addressing differentiation and looking at students' different learning trajectories. How far can we go with students? How many open-ended questions can we add on to a discussion to challenge our students with the language that they're using, for example, and the ideas that they have? These open-ended questions do encourage much more complex thinking and much more complex expression of ideas.
Another activity or practice used quite often in a classroom that adopts an asset-based pedagogy are special projects. With special projects, the teaching and learning style move away from that traditional instructional style. The teachers and learners, in a way, share the power. That means that when you introduce a project as a teacher, you need to have very firm beliefs about your students' assets, what they can bring to the learning space. Sometimes, quite often actually, your students will surprise you with what they can actually bring within those special projects. With these special projects, you can incorporate ongoing formative assessment that reflects a supportive and collaborative culture of belonging in your classroom. That goes back to one of those three competencies that we talked about, that sense of well-being and belonging that you cultivate in an asset-based pedagogy.
Now we come to language. When we're thinking about language, we think about this term "languaging." Languaging has been defined as the use of language to gain knowledge, to make sense, to articulate one's thought, and to communicate about using language. From languaging, we also have trans-languaging, going between different linguistic structures and systems, including different modes and modalities and going beyond them. Trans-languaging includes a full range of linguistic performances of language users, including the representation of values, identities, and relationships. Trans-languaging practices are evidence of students' creativity, criticality, and multilingual competence.
Trans-languaging has a transformative capacity. It creates a social space for the multilingual language user by bringing together different dimensions of their personal history, experience, and environment, their attitude, belief, and ideology, their cognitive and physical capacity into one coordinated and meaningful performance, thereby making it into a lived experience. In doing all this, it develops and transforms their skills, their knowledge, their experience, their attitudes, their beliefs. Thus, this is how students can create new identities for themselves as multilingual speakers. Students can display creativity because trans-languaging enables those students to pick and choose rules and norms of language, to push the boundaries of what they know, what's the norm, and what's expected. They need to have holistic knowledge of linguistic systems of all languages in their repertoire to do that, and with that holistic knowledge, they need to have knowledge of the appropriate use of their resources. That's the basis for being critical.
The ability to use these languages appropriately, systematically, insightfully, to form considered views of cultural, social, or linguistic phenomena, to question, to pose problems about knowledge and wisdom, to express views adequately, to have reasoned responses to situations. They need to display creativity, criticality, and multilingual competence when they're navigating this. Creativity and criticality, they have a knowledge of deeper linguistic and deeper social meanings of the languages that they're using and speaking. They have an awareness of positions within a community through the use of different languages and different terminology. For example, their ability to change the social dynamics of a situation based on language use, their ability to make an impact on something or someone based on the creativity, criticality, and multilingual competence that they possess—all of these assets that they possess.
So, our EAL students as multilingual language speakers have the potential to be able to not only approximate or appropriate for themselves someone else's language but to shape the very context in which they're using and learning a language. They, therefore, won't distinguish themselves through ownership of one social or linguistic patrimony, but they'll be able to play a game of distinction. They'll be able to sit on the margins of different patrimonies, and by that, I mean different cultural heritage, through their use of all the different languages at their disposal. Again, it's up to us as teachers not to have them take off some of those coats in order to put on an English coat. We need to be additive in our English as an additional language or dialect learning and teaching environment.
How do we encourage our students and encourage the use of other languages in our schools and in our classrooms? On the left-hand side here, you can see the Global Language website, which offers books in a range of different languages. You might be able to get books in English and other languages, which students in your school speak. Looking at the comparison of the different languages in the books can be useful. Other ways of doing this are to get members of the school community who speak a language of one of the students in your class to translate for you. This might be done in written translation or orally in some cases so that you're bringing in the students' home language or heritage language and English in the same kinds of story
.
On the right-hand side, you can see a resource from Queensland University of Technology, which is a multilingual glossary of school-based terminology. On their website, they have instructions for how you can make your own glossary of school-based terminology to suit your particular school. For further information on trans-languaging and incorporating trans-languaging perspectives in your classroom practice, CUNY, or the City University of New York, has excellent guides and resources. You can see their webpage, their resource webpage there. The Cape Treasures collection of Aboriginal and Torres Strait Islander stories is also quite wonderful. They have PDFs of the stories, and you can see in this story here there are some indigenous words incorporated into the story. They also have the story as a film, so each story is presented as a film as well as a read-aloud almost. The last one there is from Museums Victoria, and it's the story of Tik. In our Australian culture, we also have these different discourses and discourse communities that are happening, which are extremely rich models for all of our students.
Another extremely powerful activity to do in EAL classrooms is to explore our linguistic repertoire. I like to call this an asset-based trans-languaging pedagogy. In these examples, we can see language mapping being used as a tool for teaching and learning. These examples were used with year-five classes who were asked to map the languages that they use and to think about how they communicate, where they use language and when, and who they communicate with, which language they use depending on who they communicate with.
In this study, which is part of the book "Tell Me Your Story: Confirming Identity and Engaging Writers in the Middle Years," you might know of that book already, "Tell Me Your Story: Confirming Identity and Engaging Writers in the Middle Years." You can see the authors there, Dton et al., 2018. One of the year-five students, after doing this language mapping exercise, was asked what they thought about the activity, and the student said, "You made my home language matter at school." Thinking about those three central aspects of asset-based pedagogy, belonging, agency, and well-being, I think has been achieved from that comment. One of the teachers said, "Conversation around the texts and language were rich and personal, creating an authentic experience for students to learn about the English language. This authentic experience was created by making the foundations of the learning their own experiences, their personal experiences in languages. They had more to say and were excited to share the experiences with parents."
This quite simple linguistic mapping or language mapping is an opportunity for students to showcase their linguistic and cultural strengths. It's also an opportunity for teachers to recognize and then build on students' home languages in order to scaffold the learning of English. They can be built into part of the regular classroom program. Before getting to these maps, teachers engage students in discussions about how people communicate. You can see there's a brainstorming on the left-hand side here. You could do it as a list writing activity on the ways that technology and signs and symbols and dance and gestures and body language, music, art, film, all of these things make meaning and facilitate communication and conversation. Students have to think critically; they have to develop their vocabulary in order to complete the task.
Another activity to do is to tell students that they have become researchers and they're analyzing how and when they use languages to read, write, talk, listen, and view in their lives, inside and outside the classroom. With the students, teachers would create individual research questions: How many languages or dialects do we speak? With whom? What languages? Where? When? How do we use technology to communicate? How do we use our bodies to communicate? Do we change how we communicate when we're communicating with different people in different places? If we make our students researchers like this, then we're covering a number of key learning areas—maths, science, creative arts, geography—and the students are moving across modes as well. They're going from spoken mode to written mode. They can graph and map the data collected, so they're working on outcomes in maths and numeracy when they're making their linguistic repertoire. As we can see in the middle here, with the diagram with the tree and the three different flags.
On the right-hand side, titled "My Language is Vietnam," students might be given some prompts: "Think about yourself. Who do you communicate with? How and in what ways do you communicate? What languages or dialects? When? With who? Where? Which places? Make a picture to show this and organize it any way you like." This activity could be done with multilingual students, but it could also be done with monolingual students to challenge their idea of monolingualism and multilingualism.
A great way to begin is for the teacher to model their own language map. With low-level classes, you might need to enlist the help of teacher aides, translators, or community members or other students as translators if required. In this study, the authors sent the maps to the teachers who were participating. They sent the maps home for students to discuss with their families because often the families have a much deeper understanding of what the students actually know and what they can do. It gives these parents and caregivers a really nice window into what students are doing in the classroom. It also sends the message to those parents and caregivers of the importance of their assets.
When students have finished their maps, you might put students in pairs and get them to answer some questions: What do you notice about the maps? How could you group the maps? What do they reveal about the individual person? How has the space been viewed? What things can we see on the map? Students could then do a Venn diagram of some of the similarities and differences between their map and their partner's map. The teachers in the study said that they found information about their students that they otherwise would never have known. The students revealed knowledge of languages and practices and heritage that the teachers were completely unaware of. The thing that getting students to do the map is that it reveals how strong the relationship between language and identity really is.
For EAL learners, they then have an alternate way of communicating, an alternate way of demonstrating to their teachers what assets they possess. Through doing this activity, we can really think about our teacher expectancy, the inferences that we've made about likely student performance might be challenged through what the students produce in their maps, and we can then hone our teacher expectancy.
Other activities to explore linguistic repertoire in the classroom might be to build bilingual dictionaries with the help of students and colleagues and the school community. Also, Google Translate, have a school-wide exhibition of the students' language maps. Get the students to make a film and record themselves talking in languages about aspects of their maps. Digital storyboards of a place or practice that they've expressed on their maps might be another activity. Extension activities like role-playing using scenes from the maps would also be another possible activity to do. Writing scripts to perform those role-plays or writing descriptions and recounts of places or events included in the maps could be another extension activity, looking at the language choices that students have made when they're writing on their maps and looking at how different choices might change the meaning or change the tenor in the maps.
Another extension from this is to pair up with other students to write bilingual stories or make multilingual posters to address school issues.
An extension of exploring the linguistic repertoires, aside from the maps, might be to invite parents to the class to read bilingual books with students. At higher levels, students might write persuasive essays about why using or learning a language other than English is important. Go on an excursion, which is a linguistic landscape walk, to explore the language and the multilingual, multimodal signage in the local neighborhood. Students could also research countries and places, invite parents and community members into the class to share stories and share cultural practices, and complete oral and written assessment tasks that prompt students to reflect on their own learnings and understandings.
In all of these activities, as your students are learning, as you as a teacher are also learning so much. It also helps to engage students; it gives them a really clear understanding of what they know and what they can do. It helps them to practice new ways to apply their own knowledge to tasks that they are faced with in school or given in school. Some of these maps are quite complex, but all of them are quite authentic. This exploration of these linguistic repertoires is really rich tasks that help students to use and extend their English skills but also skills in other key learning areas—research skills and critical thinking skills as well.
That brings us to the end of the Part B video for this seminar. I hope you all agree with me that we've come a long way from the pre-video reading titled "What Did You Bring With You to School?" If you think about that reading, you can think about all of the different types of capital that Vasilica Citis Kazus had but which were not recognized in her school years. You can think also about the lack of sense of belonging and agency and well-being that she felt in her school years because of this lack of recognition and value given to all those different types of capital that she possesses.
I have also included for you two further readings which give examples of different types of activities that you might like to do in your EALD classrooms. The first one is from the book "Tell Me Your Story: Confirming Identity and Engaging Writers in the Middle Years." It's so very difficult to choose just one chapter from this wonderful book. I've chosen that chapter, affirming identity through drama pedagogy, because I think that it offers you scope for your own creativity to take some of their suggestions and create your own class activities which follow an asset-based pedagogy from those examples provided. The second reading is a journal article called "Learning Routines That Reflect Teachers' Asset-Based Pedagogies: Creating Breathing Spaces for Students." Now, please don't feel that you need to read the whole article; just zero in on parts 5 and 6, pages 9 to 14 of that article, which gives some wonderful suggestions for activities and approaches in the classroom pedagogies which follow an asset-based approach to learning.
Thank you very much for listening. I'm really looking forward to seeing you in our live session and to hearing about all of your experiences and reflections on asset-based approaches in your EALD classrooms. I'll see you soon. Bye.
Readings
Materials
- Gambay language mapping
- Cape Treasures resources
- First languages
- My grandmother’s lingo, SBS
- Unite for Literacy has read aloud narrations on many of their readers - it’s a free website based in North America.
- Ethnologue, language encyclopedia
- Enhancing English Learning - NSW Department of Education
- Reading with your child advice
TESOL Seminar 2: Connecting the grammar: The syllabus, text and strategies
Saturday, 1 June 2024
Presenter: Joanne Rossbridge
In this presentation the new English K-10 Syllabus will be examined in terms of locating specific reference to grammar including how it is defined and connections to a functional model of language. Outcomes containing ‘grammar’ content will be identified with connections made across outcomes to ensure a meaningful focus on grammar when reading, writing, speaking and listening. A process will be modelled that involves connecting syllabus content to text analysis as well as designing learning with strategies to engage and support EAL/D learners.
Joanne Rossbridge works as a consultant in primary and secondary schools, especially with EAL/D students. She has worked as a classroom and EAL/D teacher and literacy consultant. Joanne is particularly interested in student and teacher talk and how talk about language can assist the development of language and literacy skills.
Materials (for preparation)
Part 1
- Access to the English K-10 Syllabus https://curriculum.nsw.edu.au/learning-areas/english/english-k-10-2022/overview
Part 2
TESOL Seminar 3: Using technology to support the learning needs of EAL/D learners
Saturday, 31 August 2024
Presenter: Dr Damian Maher
The focus of this seminar is on the use of technology to support the learning needs of EAL/D students. The first video begins by looking at multimodality. The different modes are unpacked and examples for EAL/D students are provided. The focus then moves to proving an overview of the different technological resources that can be used. In the second video, the resources available to support students are presented, looking at practical applications. There will be opportunities to ask questions and share your practices in our online meeting on Saturday, 31 August.
Dr Damian Maher is a Senior Lecturer at UTS, within Initial Teacher Education programs. Damian focuses on the use of digital technologies in both primary and secondary schools and on teaching and learning in the tertiary sector with his research. The use of spaces to support learning, both physical and online and the ethical implications of this are areas Damian is investigating.
He is also interested in project-based learning and how this is being implemented in schools. His current research is situated around a STEM focus. He is also interested in examining pre-service teacher learning. In looking at both of these fields, the impact of AI is also a teaching and research focus. This PhD research looked at technology and communication, particularly in building language skills.
For more information about enrolling in this seminar, contact: Sascha Ogilvy, EAL/D Education Advisor 7-12
welcome to the third t-o seminar for this year which focuses on using
technology to support the learning needs of eal
Learners I am living and working in the Sydney Basin which is the traditional home of the Gadigal people of the Aurora
Nation I'd like to begin by acknowledging these traditional owners of the land I would also like to pay my
respects to Elders past and present
my name is Damian and I'm a lecturer at the school of international studies and education at
UTS and I'm working in both primary and secondary uh preservice teacher programs
so just a brief background on my educational experiences as you can see I've been in
the education game for a few good years now I've had the opportunities to work in many parts of Australia as a school
teacher and have experiences in working with students from diverse cultural and
language backgrounds I um worked at trapart Primary School in Ella Springs
many years ago which was an interesting experience and I've been working as a
full-time academic since 2008 and during that period i undertook
a graduate diploma of linguistics at UTS and and my main field
of research is on educational Technologies and how they can support teaching and
learning in this session today we're looking at three aspects the first
aspect which takes up the the bulk of this presentation is on
multimodality the second part of this presentation is looking at digital games
and the third part is looking at artificial intelligence so this is looking more
from a theoretical perspective in the next presentation what we'll be doing is
looking at it from a more practical perspective the theory of multimediality
is a framework within communication and social semiotics that explores how
meaning is created through the use of multiple modes or channels of communication unlike traditional
theories that often Focus solely on language multimodality considers a
variety of modes which we will look at in the next slides here are the key principles and
component components of the theory of multimodality multiple
modes multimodality emphasizes that communication and meaning making involves multiple modes not just
language each mode can carry a variety of forms including images sounds
gestures and spatial Arrangements independence of modes
different modes work together to create meaning for example an image and accompanying text can provide a richer
and more nuanced message than either could alone contextual
meaning the meaning of multimodal communication is context dependent how
modes are used and interpreted can vary greatly depending on cultural social and
situational contexts social and cultural factors
multimodality recognizes that the use and interpretation of mod are influenced by social and cultural factors different
cultures may prioritize or interpret modes differently semiotic
resources modes are seen as semiotic resources that people use to communicate
these resources have their own affordances and constraints which influence how they can be used and
understood here are the five different modes that are considered when using a multimodal perspective let's consider
each one and how this supports eal
Learners images provide visual representations that can simplify
complex information illustrate Concepts and enhance understanding they offer a
quick and Universal way to convey meaning often transcending language
barriers so the ways these images support e Al students firstly contextual
understanding images help eal students grasp the context of a topic without
relying solely on a text visual cues they provide a visual
cue that can Aid in vocabulary building and comprehension
engagement images make content more engaging and can help maintain the interest of
students and the example in an educational setting images of
historical events scientific diagrams or cultural symbols can provide context
and visual reinforcement to textual information aiding comprehension and
retention animation brings movement and Life to static images making them more engaging and
dynamic they can demonst processes show changes over time and attract attention
making learning more interactive and enjoyable process
visualization animations can illustrate processes and sequence of events helping
students understand complex Concepts Interactive
Learning interactive animations can involve students in active learning
improving their engagement and attention simplified
explanation animations often simplify explanations making them easier for
students to follow and an example an animated video explaining the
water cycle can help students visualize and understand the process more
effectively than text
alone sound can include speech music and sound
effects and sound adds an auditory Dimension to communication enhancing the emotional and informational impact
speech provides direct verbal communication music can set the mood and emphasize points and sound effects can
illustrate actions or events listing practice audio components
give students the opportunity to practice listening skills improving their comprehension and pronunciation
contextual cues sound effects and background noises provide contextual
cues that help students understand the setting and actions engagement and memory music and
sound effects can make lessons more engaging and memorable and an
example in a language learning app the combination of spoken words background music and relevant sound effects can
create an immersive experience that adds that aids in pronunciation and listening
skills colour enhances visual appeal and can convey meaning highlight important
information and evoke emotions it helps in organizing information and guiding the viewers
attention highlighting key information colour can be used to highlight key vocabulary or important Concepts made
making them Stand Out emotional engagement different
colours can evoke emotions and set the tone helping students connect with the
material organization colour coding can help organize information and make it easier
for students to follow and understand in the example a colour-coded
chart in a presentation can help differentiate between categories making the information easier to understand and
remember text provides detailed information explanation and narratives
it is often used in combination with other modes to provide clarity and
context language practice text allows students to practice reading and writing
in the target language detailed explanation text can provide detailed
explanation and definitions that support learning multilingual support text can
be presented in multiple ways aiding understanding and language development and the example in a infogra
in an infography text descriptions complement images and diagrams providing
essential details that complete the visual message
from a multimodal perspective these modes are integrated to create a comprehensive communication experience
for eal students this means reinforcement of learning multiple modes
reinforce learning by presenting information in different ways enhance
comprehension and retention combining text images sound color and animation
helps students better understand and retain information from a multimo perspective these modes
do not operate in isolation but are integrated to create a richer more engaging communication experience for an
example in educational video images illustrate the content animations bring
Concepts to life sound enhances understanding and engagement color makes
the video visual appealing and highlights key points and text provides
additional information and
clarification so what will be happening in these next few slides is we'll have a look at an example of an
ebook to illustrate some of the concepts discussed previously so the ebook we're
looking at is called 50 below Z by Robert Munch and it's an animated uh
ebook of or version of the book so the animation version is self-paced allowing
the reader to pause fast forward or rewind the
text the inclusion of images added a great deal of meaning to the written text the first image shown here
presented informs the reader when the story is set both in regards to the time of day and the
season the image also provides information about one of the main characters Jamie and where the story is
set historically before the 20th century meaning in printed text was conveyed
primarily through the use of words although there are some examples of images being used for example Dickens
Noels and Penny dreadfuls which were the Forerunner of comics throughout the 20th
century where images were used with text the image was often subordinate to the
text with Contemporary multimodal Images they can carry more of the cognitive
load in relation to the meanings that can be conveyed of the night Jason was
asleep he woke up he heard a sound he said what that what that what that Jason
opened the door to the kitchen so let's consider sound the use of sound
was another feature of the ebook that was used in a number of different ways to add meaning music was a key aspect to
begin the story a short piece of music was played the music serves two different purposes first it signaled to
the viewer that something was about to happen in this sense it served as an
introduction the style of the music was also significant it was very up complet
and a little circus like in nature indicating the St tone of the
story here there was a sense created that this would be a lively fun story as
the narrator read the story the music played underneath throughout the story this music would come in an increased
volume where the page was turned thus indicating a point of change to the reader here then both music and spoken
text work together to create a sense of action and meaning so let's just have a listen to this
short sound F at the beginning of the the [Music]
book the next aspect of sound relates to sound
effects so another feature of sound was the use of sound effects which were used to add meaning and attention to the story
one sound effect was the sound of breaking objects here the use of sound effects added to
the meaning of the story by adding tension where the coffee cup was seen to move slowly across the kitchen
table this is where the use of Animation also comes in and then it
breaks went to sleep
the last aspect of sound relates to volume and Tempo the narrator Ed many elements that
good readers typically use to add meaning to the text volume was one
feature as the boy in the story try to wake his dead by yelling the narrator to
also raises his voice here the notional of social distance using a multimodal
framework can be applied the volume of The Voice voice signifies a different kind of social relationship between the
person making the sound and the receiver Tempo was another element that was used
to indicate action during parts of the story where there was heightened action
the narrator would speed up the reading along with the volume of his voice and then as the climax occurred he would
rapidly slow the tempo and volume
downed by he found father his father was leaning against the tree Jason yelled
Papa wake up his father didn't move Jason yelled in the loudest Possible
voice Papa wake up his father still did not
move the animations add meaning to the text by bringing to life the characters in the story where the father moves
around the house in a comical manner as he sleepwalks this movement involves a
short or lengthening of distance between the characters in the story as it does in this ebook where the
father's sleep walks and eventually goes outside this tells us
something about the world where the characters are being geographically located in relation to each
other in considering the positioning of the written text along with the images and animations this affects the
information value it has in English reading cultures the printer text is
read from the left to the right and so anything situated on the left of the screen or page typically has a higher
information value in this ebook the images and animations are alternately situated on
both the left and right of the screen with the text taking up the other side in this
way the images and animations and the text are been given equal value in
providing me meaning through their positioning
and there was his father who was walking in his sleep he was sleeping on top of the refrigerator Jason yelled Papa wake
up his father jumped up ran around the kitchen three times and went back to bed
Jason said this house is going
crazy and he went back to bed Jason went to sleep
he woke up he a sound he said what that what that what that he opened the door to the kitchen no one was there he
opened the door to the bathroom the use of cover was used in
several different ways to help add meaning to the text it was firstly used
as it would be in a traditional picture book to add meaning first the the
overall colour scheme of the pictures uh are blue and white indicating that the story is set in the
cold part of the Year being winter the use of the black sky and the washed out colours along with the muted
Shadows added meaning letting the reader know that the story was taking place at
nighttime the meaning was added to by the use of images where the characters wore bed clothes which also provided
information that it was nighttime and that the character was in bed asleep another way in which the use of
colour was used was where the sentence that was being read turned blue this
helped the reader to easily follow the text as it unfolded so let's have a look at how that
worked of the night Jason was asleep
he woke up he heard a sound he said what that what that what that Jason opened
the door to the kitchen the text carries the entire Narrative of the book it tells the story
of Jason and his father in a straightforward conversational style the
text includes dialogue descriptions and actions that drive the plot
forward Robert Munch often uses repetition in his text which is the
Hallmark of his writing style in 50 below Zer phrases or sentences are
repeated to emphasize certain actions or events for example the phrase this house
is going crazy conveys Jason's frustration and highlights the
observ of the events happening in the story repetition also helps with
memorability and Rhythm making the text more engaging for young readers
multimodal texts which combine multiple modes of communication such as text images audio and video can be highly
beneficial for eal Learners here are several ways in which they can support
such Learners enhan comprehension multimodal texts provide Visual and
auditory cues that can help Learners better understand the context and meaning of the language images video and
audio can clarify comp complex con steps and make the content more
accessible engagement and motivation incorporating various modes of communication can make learning more
engaging and interesting for Learners this variety can sustain their attention
and motivation making the learning process more enjoyable contextual learning multimodal
testt can provide a richer context for language learning for example videos can
show cultural context body language and situational usage of language helping Learners understand not just the words
but how they are used in real life situations reinforcement of vocabulary
and Concepts visuals and audio can reinforce the vocabulary and Concepts being taught seeing a picture or video
while hearing the and reading the word can help in better retention and
recall improve critical thinking and interpretation skills engaging with multimodal te Tex
encourage Learners to interpret and analyse information from various sources enhancing their critical thinking skills
they learn to make connections between different types of information and form a more comprehensive
understanding scaffolded learning multimodal text can provide scaffolding
that supports Learners as they build their language skills for example subtitles in videos can help Learners
follow along with spoken language while reading aiding in the development of listening and reading skills
simultaneously practice in real world communication multimodal texts reflect
the way language is used in the real world where communication often involves a combination of text image and
audio this prepares learners for real world interactions and enhances their communicative
competence interacting learning opportunities digital multimedia texts
often include interactive elements such as quizzes clickable links and interactive diagrams which can provide
immediate feedback and allow Learners to engage actively with the
content accessibility for Learners with varying levels of proficiency multimodal text
can provide provide alternate ways to access information if a learner
struggles with written text they might still grasp the content through images or
audio incorporating multimodal text into instruction can create a richer more
Dynamic and supportive learning environment that addresses the diverse needs of eal
Learners the use of digital Technologies assists in providing multimodal text for
students to read and provides the tools they can use to create such
texts digital games can be highly effective in supporting eal Learners
here's how they support them vocabulary building digital games
can introduce new words in a contextualized setting making it easier for Learners to remember and understand
vocabulary games can incorporate vocabulary exercises matching games and
interactive stories that require players to use and learn new words in meaningful ways
engagement games are inherently engaging due to their interactive and often
competitive nature they can Captivate students attention for extended periods
making language learning more enjoyable the immersive experience provided by digital games helps keep
Learners motivated and focused contextual
learning digital games provide Rich contextual environments where language is used in meaningful ways players
encounter language in real life scenarios within the game helping them understand how words and phrases are
used in different contexts this type of learning helps in better retention and
application of language skills listening and speaking skills
many digital games include dialogue and voiceover instructions which help
improve listening skills some games also feature voice recognition technology
allowing Learners to practice speaking and receive feedback this interactive
element can significantly enhance Learners ability to understand and
produce spoken English reading skills games that involve reading
instructions dialogues or storylines can help improve reading skills the
interactive nature of games often requires players to read to progress ensuring consistent practice
additionally reading in a fun context can reduce the pressure and anxiety
often associated with traditional reading exercises cultural
understanding games often incorporate elements of different cultures providing Learners with insights into various
cultural contexts this exposure helps Learners understand and appreciate cultural
nuances idiomatic expressions and social norms which are crucial for effective
communication in a new language motivation and
confidence success in games often leads to rewards and positive reinforcement
which can boost Learners motivation and confidence the safe and supportive environment of a game allows Learners to
take risks and make mistakes without fear of embarrassment fostering a more confident approach to language
learning critical thinking and problem solving many games require players to solve
puzzles and overcome challenges promoting critical thinking and problem solving skills these cogn cognitive
skills are transferable to language learning helping students approach language tasks more analytically and
effectively immediate feedback digital games provide instant feedback on
performance allowing Learners to quickly understand their mistakes and correct them this immediate reinforcement helps
help helps solidify learning and provides a clear understanding of progress making the learning more
efficient by incorporating these elements digital games can can create a
dynamic and supportive learning environment that addresses the learning needs of eal Learners enhancing their
language acquisition and overall educational
experience let's have a look at artificial intelligence now which is going to take up a reasonable amount of
the next video so number one personalized learning paths AI can create customized
learning Parts based on each student's proficiency level learning pace and specific needs these paths can include
Target exercises activities and assessments that address individual weaknesses and build on
strengths real-time translation and language support
AI power translation tools can provide real-time translations of text and speech
helping students understand instructions content and interactions in the classroom these tools can Bridge the
language Gap and facilitate better communication between students and
teachers adaptive learning platforms AI driven platforms can adapt to the
students progress providing exercises and content that match their current level of understanding this ensures that
students are neither overwhelmed or underwhelmed keeping them engaged and
motivated speech recognition and pronunciation practice AI can assist students with
pronunciation and speaking skills through speech recognition technology
these tools can provide instant feedback on pronunciation helping students improve their speaking abilities and
gain confidence in their language skills interactive language learning
apps AI powered language learning apps can offer interactive exercises games
and quizzes that make language learning fun and engaging these apps can cover
vocabulary grammar listening speaking reading and writing skills providing
comprehensive language education content
recommendation AI can recommend reading materials video and other resources tailored to a student's language level
and interests this personalized approach ensures that students are exposed to appropriate and engaging content that
facilitates language learning language learning Bots AI
driven chat Bots can engage students in conversations providing a safe and non-judgmental environment for
practicing language skills these Bots can simulate real life scenarios helping
students develop conversational abilities and cultural
understanding Grammar and Writing assistance AI tools can assist with writing by providing grammar checks
suggesting vocabulary improvements and offering feedback on sentence structure and coherence these tools help students
improve their writing skills and produce clearer more accurate
texts listening comprehension support AI can provide listening compreh
ion exercises tailor to a students proficiency level by offering a variety
of accents speaking speeds and contexts AI can help students develop their listening skills and better understand
spoken English cultural context and
idioms AI can help students understand cultural nuances idiomatic expressions
and Cal language that are often challenging for non-native Speakers by
providing explanations and examples IO tools can enhance Cultural Literacy and
language fluency assessment and progress
tracking AI can monitor students progress and can provide detailed reports on their language development
this data can help teachers identify areas that need additional support and
adjust their teaching strategies accordingly support for multilingual
classroom rooms in a multilingual classroom AI can facilitate communication and collaboration among
students who speak different languages translation tools M multilingual resources and adaptive learning
platforms can create an inclusive environment where all students can participate and learn
effectively last one parental engagement AI can help parents of students by
providing translations of school communication resources in their native languages and tools to support their
child's learning at home this involvement can enhance their overall learning experience and provide
additional support for the student so that wraps up this video as
noted earlier the next video we will focus on more practical aspects of using technology to support eal students see
you there
English (auto-generated)
AllFor youWatched
welcome to the second video where the focus will be mainly on some of the digital tools that can be used to
support teaching and learning the first part of this presentation focus on digital games the last part of the
presentation focus on AI looking at how it to be used by students and
teachers so looking at digital games we've got du lingo
cahoot and then gessa and after that I'll just show you some other resources
that you can be aware of that you may want to use in your practice then we'll
look at the potential of AI so first of all we'll look at how students might use
Ai and there'll be a particular focus on chat Bots which is one area that I'm
currently playing with and then after that we'll look at AI for
teachers this site and app can be downloaded through free and will run on computers or mobile devices such as
tablets du lingo offers a well structured curriculum that gradually increases in difficulty this is allows
eal Learners to start with basic vocabulary and grammar before progressing to more complex sentences
and structures du linger covers all major language skills including Reading
Writing listening and speaking this comprehensive approach
ensures that Learners develop a well-rounded Proficiency in English in this way it covers a number
of modes discussed in the session one presentation J linger employs
gamification techniques to make learning fun and motivating features like earning
points maintaining streaks and competing on leaderboards encourage Learners to practice
regularly while joingo is a valuable tool for language learning it has several limitations that users should be
aware of especially when considering it as the primary resource for eal Learners
here are some of the the main limitations limited depth and
context du ler often focuses on sense level exercises without providing much
context language Learners might not get a deep understanding of how to use phrases and vocabulary in real life
situations and you see that in the example when I show it to you the decontextualized
context a limited cultural Insight the app provides limited cultural context
which is crucial for understanding nuances and appropriate use of language in different social and cultural
settings and the last one is vocabulary and gramet limitations the vocabulary Tau in Du
lingo can be somewhat limited and sometimes not entirely relevant to all Learners needs users may find that they
need to supplement their learning with additional resources to cover more specific or Advanced
vocabulary and look that's what I would suggest for this particular resource is that it would be used in conjunction
with with other tools and other strategies that the teacher might put in place and that's the same for any
of these tools that we're looking at today they they wouldn't be used in isolation they're used
in conjunction with a multitude of resources in a multitude of different settings and with teachers using
different strategies to support the
Learners sh this particular site is a a great
example of gamification it has Point systems where students receive points for each correct answer students are
also awarded points for Speed although points can be turned off to support eal
students who might take longer in their English speaking students to answer questions another feature is that this
game can be played solo which provides opportunities for students to compete in a non-competitive
environment questions can include images videos and audio clips making this content more interactive and appealing
and allow it to be modified to support various languages these multimedia elements support eal
students learning a limitation of the free version of cahoot is it only allows 10
students to participate the paid version allows a greater number of players to
participate however there are alternatives such as quizzes or Quizlet which allow for greater number of
students also the game requires each student to have a mobile device if they are going to play in a whole class
setting cahoot and games like it can be very engaging for eal students if
presented in such a way that it allows for their active
participation this game is very interactive and can involve students across the globe so students have the
opportunity to play the game using their home language students learn new vocabul
related to geography Landscapes and urban settings for instance they might
describe mountains rivers street signs and buildings players read and interpret
signs Billboards storefronts which often include local language and English
translations when played in groups students discuss their observations and hypothesis about the location practing
conversational English and collaborative communication Geo guest places students
in Real World locations offering cultural insights and context that Tex
textbooks may not provide and linking to the the issue or the notion of
multimodality you can see here that students are are looking at uh visual
images to support their learning and also we discuss strap signs so they're
looking at text as well often color could be used to help them to understand
and build their their English proficiency but there are limitations of
this game the amount of text or spoken language in the game can vary greatly
depending on the location some areas might have plenty of signs and information in English or another
language While others may have very little providing inconsistent language
practice the game does not provide structured feedback on language use
or learning progress making it less effective for targeted language Improvement compared to Dedicated
language learning tools the game does not inherently provide opportunities for speaking or
Writing Practice which are critical components of language learning teachers
need to supplement with additional activities to cover these skills and also this game does require a
subscription so it's not free however there are a free version and we'll look
at those next a very brief overview of 10 Google
Map and map based games for all times I don't know if that's correct but that's
what they claim so the first one's geoguesser which we had a look at uh and as you can see it is paid but they give
you an alternative which is open guesser and it says that has identical features as the original
one uh this next one here is geopuzzle
um and this is interesting they have to arrange fragmented Maps or Geographic
images to form a complete puzzle so that's that's a nice
one uh number three is where in the world's camp in San Diego I said to remember this one many years ago when I
was a primary school teacher uh you can click on that and it will give you a working version of this
particular game the only thing I'd say about it is that the graphics are just a
little bit dated it's um it's doesn't look particularly good
in light of what you can get with current games but it's it's good fun I like it next one's geost
static uh identifying countries landmarks and other natural wonders
is while racing against the clock so I haven't played this one but it looks
interesting next one's map T map TD so this is moving a little bit away
from the others now it's it's a tower defense game that uses Google Maps to generate levels from any location across
the world uh so it looks interesting uh
Google Maps Cube so it's a game about Google Maps rather
than based on maps and what you have to do is is
navigate a ball on a 3D Google Map Cube avoiding the the 3D buildings that have the obstacles by rotating the cube
um again it's interesting looking one number seven is driving simulator 2D
driving simulator um it's as it says here it's an experiment rather than an actual game
which you can drive around the city with a car or bus um not sure what opportunities that
would give to develop language but it's a interesting game this one here number
eight back on your of your hand
um you are presented with random street names Source from open street map
your task locate these trips on interactive map with a time limit so again this this could be one
that could build lots of uh or opportunities for lots of language development City
guesser uh and this this is sort of like geoga but it's it's based on
cities and the last one is Street complete so as it says say it's more of
a mapping tool than a game but a game provides the process of contributing to
open street map players are presenting with simple quest to
complete so that's the 10 10 games just very briefly that you might want to have a look at to use with some of your
students here are some uh sites and games that you can have a look at if you'd like to I'll just briefly go over
them with you here so the first one is free rice and this vocabulary game not
only helps students improve their English but it also contributes to a good cause for each correct answer the
game donates rice through the world food program so I like that outcome of it the
next one is my snacks this app provides fun games designed to provide improve
vocabulary grammar and listening skills it includes various levels and challenges to keep students
engaged Rosetta Stone known for its immersive approach to language learning
Rosetta Stone incorporates games and interactive activities that focus on speaking and listening
skills fluent U fluent you uses Real World videos like
movie trailers music videos and use to create engaging language learning
experiences it turns these videos into interactive language
lessons next one is classcraft this tool transforms the classroom experience into a role playing
game where students can earn points and Rewards for completing educational activities
including language learning tasks and the last one is word wall this
allows teachers to create custom games and activities such as quizzes crosswords and matching games tailored
to suit eal learning
objectives so I'd like to move now on to looking at artificial
intelligence and to begin this particular of the presentation I'd like to show you an excerpt from a talk by
Salan Khan from the Khan Academy where he discusses potential of AI personal
assistance in supporting both teachers and students and in particular the effect on student
learning but I think we're at the cusp of using AI for probably the biggest
trans positive transformation that education has ever seen and the way
we're going to do that is by giving every student student on the planet an artificially intelligent but amazing
personal tutor and we're going to give every teacher on the planet a an amazing artificially intelligent teaching
assistant and just to appreciate how big of a deal it would be to give everyone a
personal tutor I show you this clip from Benjamin Bloom's 1984 two Sigma study or
he called it the two Sigma problem the two Sigma comes from two standard deviation Sigma the symbol for standard
deviation and he had good data that showed that look a normal distribution that's the one that you see in the the the
traditional bell curve right in the middle that's how you know the world kind of sorts itself out that if you were to give personal onetoone T
tutoring for students that you can actually get a distribution that looks like that right it says tutorial one:
one with the asteris like that right distribution a two standard deviation Improvement just to put that in plain
language that could take your average student and turn them into an exceptional student it can take your
below average student and turn them into an above average student in this section we'll look at
how AI can be used by
students so let's just begin looking at AI for students by having a brief
overview of how chat Bots can support students learning so we'll just go
through these briefly and then we'll have a look at some specific examples
so to begin with for personalized learning chatbots can adapt to a learner's proficiency level providing
appropriate challenges and support they can offer personalized learning paths based on the learn progress in chatbots
available 24/7 providing Learners with the flexibility to practice whenever they
want uh engaging learning tools chatbots can offer interactive
exercises such as quizzes Flash cards and games making learning more engaging and
enjoyable chatbots can introduce Learners to cultural nuances and idiomatic expressions helping them
understand and use the language more naturally support and
feedback Learners receive immediate feedback on their language use helping them correct mistakes and reinforce
correct usage promptly and chat B can provide positive
reinforcement motivation and encouragement which are crucial for maintaining learner engagement and
confidence collaboration and communication some chatbots are designed to facilitate interaction between
Learners enabling peer learning and practice chatbots can connect Learners
with native speakers or other learners for language exchange further enhancing their language skills through diverse
interactions uh I'd say this probably depends depends on the the age of these students I wouldn't be suggesting that
Primary School students would be connected to native speakers without the teacher or or the parents having some
say over that and the last one is language practice so chatbot can help with
translation questions this is more than typing in a word and getting the equivalent to another language it allows
for questions and chat box can help Learners practice grammar rules and vocabulary
they can provide instant feedback on mistakes offer explanations and suggest
Corrections and finally chatbox can provide a platform for Learners to practice everyday conversations in a low
pressure environment they can simulate real word scenarios allowing Learners to
apply their language skills for these slides I'm getting
helped to learn French where English is my first language in this example I'm asking the chatot about a word I want to
say in French and I'm using chat GPT I had to say it very clearly as a
few times I tried it the chatbot did not pick up what I was saying I think this
is a weakness at this stage which most likely will get better over
time in order for me to be able to use verbal input and responses with chat GPT
I needed to use Google Chrome and downloaded an app so that that this I could use this uh you can see in the
bottom left of the screen it states uh it's talking to Mia so that that was the the verbal tool
that was embedded uh and also just in order to use chatbot for chap GPT it is required
to use a paid version and so here's I'm just going to
play me asking a question to the chatbot what would I say if I wanted to buy milk
in French so I'll play for you very shortly
the the answer from CBT which gives me the answer in French and the English
translation and thinking about multimodality you can see that it's giving me uh text and it's Al also
giving me verbal input as well so that's I think really important for language
Learners is is they get both a verbal and a written aspect related to their to
their
learning to ask for milk in French you would say this translates to I would like some
milk please this slide is showing an example of a grammar activ
that the student could be completing in class or at home when they're learning English as a French
speaker the question was read out loud which is not captured here but it does illustrate the multimodal features of
the chat boot which combines text and verbal responses you can see in the top right I
type in were and I get an error correction which is important if students are using this app at home
the correct sentence should be everyone was excited about the
trip was everyone was excited about the
trip in this instance I'm ing my English conversational language I have randomly
chosen to talk about chocolate because look Everyone likes
chocolate what chocolate do you
like here is a response to my question with a follow-up question and you'll
notice that you can see where I typed the question I didn't spell chocolate quite correctly but the chatbot was able
to pick up what I meant from that which is important for E students who may not
always necessarily typ in the correct spelling so the having the ability to pick up those mistakes is important I
think I really enjoy dark chocolate because it has a rich intense flavor that's both slightly bitter and sweet
how about you do you have a favorite type of
chocolate you can see my answer in the top righthand corner with another response from the
chatbot I can modify the complexity of the language to suit beginners which I think is really important for uh
beginning E students and what's also nice about this app is that I can put in
more modifiers so I can uh select a topic to be discussed uh the age of the
person that might be corresponding Etc so I can really make modify the chatbot to suit this the type
of learning activity and language activity that I want the student to be engaging
in fruit and nut chocolate is a great choice the combination of sweet fruit
and crunchy nuts with smooth chocolate is delicious Do you have a favorite brand or type of fruit and nut
chocolate in the next section of this presentation we will now look at some of the tools that or tools that teachers
can use to support their practice so here you can see is a range
of AO AO tools that you might use as a teacher these are just a small sample of
what's out there but these These are generally I think ones that as teachers you would find to be
useful one of the important and useful ways that AI can support you as a
teacher is to different differentiate content for students uh s such an approach can
support a range of students including eal students so here is an example of a
basic text generated by chap GPT where I asked to write a science text that was
two paragraphs long suitable for a year n student
here is the same text that I produced running it through chat GPT and asking
it to write it as suitable for a a year 2 student uh looking at this i' say this
would still be too difficult for a year 2 student but if you think about how it
might be suitable for eal students you could say that it's suitable for student
student at um who's developing or consolidating their
English so here's a glossery that chat GPT created from me for me from the
previous text and I just put in the prompts please please produce a glossary uh of the scientific words from
from the text and this is what it gave me I could add to this if I wanted to I could change it so it's it allows me to
work with it in different ways but what's important I think about doing this is that it produces a glossary that
allows pre-teaching of keywords which then allows students to access academic language and discourse
facilitating their comprehension of increasingly complex texts uh this glossary can be used
during activities associated with the text and also it can be translated into
another language you could ask chck GPT to give you the the word in boled in one
language and the definitions in in another language or you could swap it around so it would it would help the
student in a number of different ways by offering text to them in different
languages and if we go back to the uh previous slide on the different
chattered text I could also ask for that to be transcribed into another language as well so that and all I have to do is
just put the prompt in and it's done very quickly and easily
here are some questions that were generated by chat GPT where I put in the
prompt create questions from the text so these questions can be easily modified
through carefully designed prompts you can add to them as a teacher your own questions uh which can then be also
modified once they've been created so this slide is showing the
questions with the answers uh These Are CL closed questions but chat GPT can
create more open-ended questions for different subjects so the questions can be
literal inferential or evaluative type questions so it's just a matter of
putting in prompts and refining those as you go the importance of prompts is
discussed later in this presentation so this particular slide is
showing some multiple choice questions that were generated by cat GPT and this is uh only a small percentage of of the
different questions I was given I've asked it to put the answers in bold but
you could uh ask it not to do that and then create a an answer sheet with the answers in bold so that would allow
students to self correct self check their answers if they needed
to to finish this section on different iation here are some different tools
that you can think about using free apps you can see there there's 1 2 3 one two
three four five six seven seven of them there we we've looked at dualingo um so these are different tools
you can use to help you differentiate for your
students in the next few slides I want to show you how you can use chat GPT to create tables which would be
useful in number of different ways to support eal
students and uh here you can see the information I typed into chat GPT to
create a table for me so you can see here that I've copied
the the words that the chat gpt produced on the left and then what what you can
see happening on the right there is this is what I've been provided with I copied and then past it into Word document so
you can see it has an give me a table but if I go and start playing with it I'll choose convert convert text to
table then choose other that little up and down arrow line then that gives me a
nice table and then what I what I'm doing here is just cleaning it up so
that's one way that you can think about using Chat GPT to produce nice tables you can see the example is I have
numbers 1 to 10 then I have the words in English and I have the words in French and that's what I asked to create a
table with the words one numbers 1 to 10 then put them in English and in
French earlier the aspect of using prompts to create resources was discussed designing effective prompts
when creating educational Resources with Gen tools is crucial for several
reasons well crafted prompts can significantly enhance the quality and relevance of the content generated
making the educational resources more useful in engaging for students and
here's why prom design is important ensuring accuracy and
relevance clear and specific prompts help ensure that the AI generates accurate and relevant information
ambiguous or vague prompts may lead to responses that are off topic or not aligned with the educational objectives
by carefully crafting prompts Educators can guide AI tools to focus on
particular topics or concepts ensuring that the generated content aligns with the curriculum and learning
goals customized content for different differentiated learning
levels well design prompts can be tailored to different students levels from elementary to Advanced for example
a prompt asking for a simple explanation of photosynthesis would generate content suitable for younger students while a
more detailed prompt might be useful for high school or college level Learners and we looked at that
earlier prompts can be designed to break down complex ideas into simpler Parts
providing scaffolding that support students understanding this is especially useful for eal students or
those with learning difficulties encouraging engagement and
critical thinking prompts that ask questions or pose challenges can encourage students to
think critically and engage more deeply with the material for example a prompt
might ask Chat GPT to generate a set of discussion questions or problem solving
activities related to a particular topic creative prompts can lead to more
engaging and exploratory learning experiences for instance asking cat GP
to generate a story or analogy related to aign scientific concept can make
learning more enjoyable and memorable support a differentiate
instruction so we looked at this earlier by by designing prompts that can take into account different learning styles
and needs Educators can use chat GPT to generate resources that cater to
individual students for example one prompt might ask for a visual explanation while another might request
a detailed written description thoughtfully design prompts
can ensure that content is inclusive and culturally responsive helping to create
a learning environment where all students feel represented and
respected improving efficiency in resource
creation World design prompts can allow Educators to quickly generate high
quality content without extensive editing or revision this efficiency is
particularly valuable when creating multiple resources or when time is
limited consistent prompt design can lead to consistent content which helps in maintaining a coherent teaching
approach across different topics or subjects facilitating
feedback and assessment or is facilitating assessment
and feedback Educators can design prompts to generate quizzes m multiple choice
questions or other forms of assessment that aligns with the learning objectives this ensures that assessments are
directly related to the material covered in the lessons prompts can be used to generate
model answers or feedback that help students understand their mistakes and learn from them providing immediate and
constructive feedback which is essential for Learning and the last one ethical
considerations and bias reduction thoughtful prompt design can
help reduce the risk of generating biased or inappropriate content by clearly specifying the content and
boundaries of the content Educators can ensure that the AI
generates responses that are ethical and align with educational values prompts that encourage
exploration or multiple perspectives can help mitigate bias and promote critical
thinking encouraging students to consider a range of viewpoints
in summary the designer prompts is a critical factor in the successful use of
gen for creating educational resources World crafted prompts not only improve
the accuracy and relevance of the generated content but also enhance
student engagement support differentiated instruction and ensure that the resources are both effective
and inclusive another way that AI can be
used to support teachers is to help them with attendance the extract of this video
explains how this is done in Chi in China as well as helping teachers to
understand students health and engagement levels using AI to track students in
Australian schools is not common practice yet but it can be used to help
support the safety of students this could be easily done with a mark students where which was
Illustrated in this video which I'll show you now classrooms have robots that
analyse students health and engagement levels students wear uniforms with chips that track their
locations this video extract shows how I AI is being used in ways that may not be
potentially supportive of students wellbeing and educational experiences I'll leave it up to you to
decide for this fifth grade class the day begins with putting on a brain wave sensing Gadget students then practice
meditating the device is made in China and has three electrodes two behind the
ears and one on the forehead these sensors pick up electrical signals sent by neurons in the brain the neural data
is then sent in real time to the teacher's computer so while students are solving math problems a teacher can
quickly find out who's paying attention and who's
not a report is then generated that shows how well the class was paying attention it even details each student's
concentration level at 10minute intervals it's then sent to a chat group for
[Music] parents the reports are detailed but
whether these devices really work and what they exactly measure isn't as clear
we were curious if the headbands could actually measure concentration so one of our reporters tried on the
device this is a new technology with still fairly little research behind it
Theodore zanto is a neuroscientist at the University of California San Francisco he was surprised to learn that
this Tech called electroencephalography also known as EEG is being used in the classroom on
children it's usually used by doctors in hospitals and Labs EG is very
susceptible to artifacts and so if you are itchy or just a little fidgety or
the EG wasn't set up properly so that the electrodes didn't have a good contact affects the
signal despite the chances for false readings teachers told us the headbands
have forced students to become more disciplined [Music]
teachers say the students now pay better attention during class and that has made them study harder and Achieve higher
[Music]
scores to finish this session it is important to be aware of limitations of
gen which we'll discuss a few uh so there's lots of things that gen I can do
but there's also lots of things it can't do or it can't do well so this particular slide shows
inaccuracies and links to bias that is built into many AI platforms which is implications for students who are using
these platforms to learn with and from so in this particular instance
uh I think it was Jack jpt was asked to produce traditional we for for Barbie
across the world so this is the one It produced for uh Middle Eastern Barbie and as you
can see it's it's put into a a costume that is a
traditional or traditionally meant for men so that was one in
accuracy this slide outlines some of the different bias that might be found in
different gen tools the the documents can include all
the sorts we've looked at text images sound files video files as well as codes
in relation to cultural bias which is a factor certainly for eal students a
large reason it occurs is that English is the main language used online making
up 59% of the language used and much of the English content
comes from the United States and is produced by by white uh male so it
represents a very very small portion of the the cultural makeup that that represents a
lot of communities so in relation to in relation to chat Bots where students are
engaging verbally they often struggle with language and dialects that are less commonly used online or not or are under
represented in training data students who speak in Regional dialects or use
non-sound language forms may find chat Bots do not understand them well or
respond inappropriately leading to frustrating experiences in addition to this the
style of interaction preferred in different cultures can vary significantly some cultures may prefer
formal and respected interactions While others might value
inity informality and friendliness a chat B that is too casual
or too formal can feel off-putting or disrespectful to students from particular backgrounds
so that's why it's important that students have access to content that is
produced by people that have a good understanding of their cultural background so that they can make sure
that it's designed to respect their
needs this slide demonstrates language inaccuracies associated with geni
tools so I asked several AI platforms to create an image of a three with the
words in English and French on the left is what co-pilot gave
me and on the right is what chat GP gave me after I asked it to derive an image
of a tree with the words tree and arbre which is tree in
French and still neither of these managed to get this right so it does
illustrate that there is still a little bit of a way to go and that's important
for teachers to check the accuracy of what's been produced by these tools as
you as shown in the last few slides they're not always very accurate we've come to the end of the presentation so I
hope that these two different presentations have been helpful in supporting your
understanding of some of the resources and practices around
using technology to support e eal students uh so what I've done is you'll see below
there's a link to a document and if you go there what I'm asking you do is if
you could put in some of the the tools that you're Ed Tech tools that you're using to support your practices with
eal students and how those practices are supporting your your practice what
we can do is we can spend a little bit of time at the the uh Q&A face to face
session or where we're interacting in real time we can spend a bit of time looking at some of those and this can be a resource
that can be built up to help you to to further your practice so I look forward
to seeing everyone on on the Saturday when we have the live Zoom session see
you
English (auto-generated)
AllFor youWatched
Readings
TESOL Seminar 4: On-site conference at Park Royal Parramatta. Writing focus
Saturday, 9 November 2024
9am – 4pm
Face-to-face
Focus: Writing
Previous Seminars
Seminars in 2023
TESOL Seminar 1: Oracy and learning: its place in the new syllabus for English
Presenters
Dr Sue Ollerhead is a senior lecturer in Languages and Literacy Education and the Director of the Secondary Education Program. Her expertise lies in English language and literacy learning and teaching in multicultural and multilingual education contexts. Her research interests include translanguaging, multilingual pedagogies, literacy across the curriculum and oracy development in schools. Sue is a founding member of the Multilingualism Research Centre, which fosters research on multilingualism across Macquarie University, collaborates with researchers in Australia and overseas on multilingualism research, and provides research-based support on multilingual policies and practices to community organizations in New South Wales. See https://researchers.mq.edu.au/en/persons/sue-ollerhead for more about Sue and her publications.
Of particular relevance is Sue’s article in this area, “Fostering student equity and excellence through oracy development”, available in Scan Volume 41, Issue 7, 2022 https://issuu.com/scannswdoe/docs/scan_41_7_term4_2022_issuu/14
Morning. My name is Sue Ollerhead. I'm a senior lecturer in literacy and languages education
at Macquarie University. And today I'm going to be looking at oracy and its place in classroom learning
and looking particularly at EALD learners and how we can support them to make connections between their home language
and the language of the classroom. We're going to be looking at the importance of oracy.
Some key considerations when working with the learners and the oracy,
and also looking at supporting EALD learners to make the most of the oracy work
by making links between the language that they speak in the home and the language that is spoken in the class.
To start off with, I would like to acknowledge the traditional owners of the land on which I live and work,
the Gayemagal people. I pay my respects to elders, past, present and emerging, and celebrate the diversity of Aboriginal peoples and their ongoing
cultures and connections to the lands and waters of New South Wales.
So to start off, why should we focus on oracy? Why is a specific focus on spoken language when we traditionally
have really focused on literacy and numeracy? Well, our definition of oracy
has moved on from its original connotation when the term was coined in 1965 where Wilkinson referred
to oracy its general proficiency in speaking and listening. It's now come to mean a lot more than that.
It's about getting students to learn both how to talk effectively and how to learn through talk
Deepening their subject knowledge was the looking at classroom talk as planned, structured and scaffolded
to enable students to learn skills needed to talk effectively. So many elements that make up the definition of oracy,
and they have implications for the way we teach.
Now we know that oracy has been and is an important equity issue.
Children don't all start school with the same oral skills. They have varying levels of confidence and experience with spoken language,
depending on the important opportunities for oral language they have in the home And Mercer, Warwick and Ahmed say that variation in student's quality
of experience with spoken language can really affect student's life chances.
Impact on their ability to participate in the life of the school and beyond.
And really, that to ensure social equality, we should really teach all children
the spoken language to skills that they need for educational progress. And Mercer, Ahmed and Warwick also say that doing
so actually helps students to learn better, to perform better, better in subjects such as math, science and reasoning
So underlying the concept of oracy is Barnes, this concept of exploratory talk in the classroom
and exploratory talk is really purposeful dialog, which helps students to explore complex ideas through their spoken language,
to extend their thinking and to retain and retrieve important knowledge.
Now, this is actually different to presentational talk, where teachers may get students to give a book
review talk in front of the classroom, and where they are graded on the accuracy of their language as well as their presentation skills.
This talk as tool approach, which underlies exploratory talk, encourages teachers to focus on language
as a resource for learning Rather than focusing on standard English. So really it's about language and talk for thinking
rather than focusing on the accuracy of the talk.
Now simply asking students to engage and talk doesn't really produce
the quality talk that enhances learning. And Michaels and O'Connor say that teachers have a big role
to play in creating a culture of respect and risk taking. To create opportunities for students
to engage in purposeful talk. And so this implies
a number of protocols, expectations and skills that need to be explicitly taught to students so that they can make
the most of their learning and dialogic situations
Now, to harness the business benefits of exploratory talk, teachers need explicit training and understand understanding language as a learning tool.
In the UK, for instance, teachers are supported and guided by a suite of strategies and talk tools
designed by voice 21 that are planned, modeled and scaffolded to enable students to learn the skills needed to talk effectively.
The Oracy Skills Framework which you can see here, provides a valuable basis for formative assessment
and helps both teachers and students to gauge what they have or have not yet mastered. And informs them what needs to be taught next.
Now, the this oracy framework has four strands or components
the physical, the linguistic content, cognitive and social and emotional.
The physical includes elements such as voice projection using eye contact and gesture. The linguistic involves using appropriate
vocabulary and choosing the right language for different occasions. Cognitive is
about organizing the content of speech, and Social Emotional includes working with others, taking turns
and developing confidence in speaking. So these are all accompanied
by a range of resources that help young learners become successful, confident, communicators.
And I really recommend that you go online and you have a look at some of these resources that can be used in the classroom to
encourage students to develop these skills, these holistic oracy skills
Some of these talk tools, such as discussion guidelines, where students
are made aware of good discussion conventions so that they can regulate their own discussions in the classroom.
And the emphasis is on collaboration. Getting students to come up with these discussion
guidelines together in a democratic process, for example, coming up with the guideline in Year Three classroom,
we will think before we speak, we will speak one at a time. We will back up our opinions with reasons and evidence.
It will give everyone a chance to speak. These are really important for students to generate themselves
so that they hold each other accountable for the quality of their talk
and for listening effectively and supportively to their peers.
Some other talk tools. That's voice 21 has come up with are talk rolls and sentence stems.
So getting students to assume different positions in an argument,
for example, one would be a builder, one would be an instigator,
one would be a challenger. So getting students to occupy different positions
when talking around an issue and giving them explicit language to use. For instance, if you're a builder, you would use a sentence starter
such as linking to your point or building on that idea. Whereas if you're a challenger, you must use language such as you
mentioned X, but what about why, I hear what you're saying? But now these types of sentence items are very, very useful for learners.
You often do not have that language on hand to be able to
to be able to participate meaningfully in group discussions. And so often the result is that they stay silent.
So giving them explicit sentence items really helps them to participate equitably in these,
and another really useful talk tool is that you have talk groupings and that idea of
organizing students in different ways in the classroom can impact on the quality of the talk or the type of talk that students engage in.
So, for instance, if we have students in pairs, they might occupy
different positions on an issue or an argument, but if they're in trios, they might be somebody who is
challenging each of them to support their views or to defend their views.
If we have students in a traverse sort of long lines of students facing each other,
they might be working more on the physical component of the oracy framework. Looking at voice projection, for example, or
making eye contact. So really different talk formations can actually determine
whether we're working on the physical element of the framework on the cognitive and the social and emotional, for example, if they're sitting in a circle
and sharing information. So really good idea to have a look at those activities
on The Voice 21 website to look at different ways in which we can encourage our students to participate in oracy, meaningful
talk, exploratory talk. Now I want to move on to focusing specifically on EALD learners
and how we can make sure that we provide high quality oracy support
to ensure they are in the classroom. And we obviously must remember that
approximately 20% of our students are emerging bilingual who are continuing to develop their home language while
also learning classroom content through English. And we really don't want them to discard that home language
while they are learning English. At school, we very much advocate for a multilingual
teaching approach that recognizes students' home languages and cultural knowledge as resources for learning that enriches their work and validates
their identities and provides a strong foundation for their success.
And the reason we believe in this so strongly is that we know from research
that additional language development so the language of the classroom standard Australian English is very strongly related
to the development of the first language, and that children's additional language practices only really emerge
in interrelationship with their existing language practices. Children move from the known to the unknown food, from Genesee.
So we know that the continued development of the home language supports
rather than detracts from learning. And if children have a strong foundation in their first language,
then we know that it's easy for them to add an additional language to that foundation.
And that they can build that effectively if they have incomplete first language development.
To add English as an additional language on top of that can be very tricky. Because the basic foundation
has not been laid for language in the home yet. And this is has a strong theoretical
basis in Cummins, this idea of the common underlying proficiency. He says if a language learner already has an
academic language in their home language, for instance, this can help them grasp the same concept in a new language.
For example, if a student understands the concept of an adjective
that doesn't change, the concept doesn't change across languages. But if a student, it's
just the word for adjective changes, or if a student
has the ability to tell the time in their home language, this can transfer to English so he says what a learner knows
in their first language can positively transfer to their second language. And this interaction is referred to as the common underlying proficiency.
So very important that we build that. And then the acquisition of the surface
features of the additional languages on that much
we also know socially and emotionally that children adapt and learn better when their own languages are present in the classrooms.
And contrary to popular belief, not all children are like little sponges who just learn the language immediately.
It can be very daunting for them to adapt to a new environment and make new friends, meet
new people, teachers while learning a new language. So using and sharing their their own language
in the classroom can really help them socialize and adapt to the classroom.
So when we have a new class of students, we really need to think of our learners
needs, language needs and so, for example, in the science classroom and think about
what languages do they hear at home, what languages do they speak?
Can they read and write in those languages? And if so, can they read up to a level appropriate for their age?
Do they attend community language classes to continue to develop their first? The first language or their home language?
It's important to know this because we know that the more well-developed students home languages are, the more likely they are to succeed.
In English. So very important considerations as a subject. Teachers
now another thing that we are really invested in is supporting EALD learners oracy development
by helping them to make those those concrete connections between
elements of the home language and to make work in the classroom
and in this way we look at encouraging a clearer lingual approach in the classroom through the oracy work that we do with our learners.
And remember that plurilingualism, is a person's ability to use their knowledge
of different languages to help them communicate and learn. So whatever meaning making resources a student has at their disposal
and we should encourage them to use those to bring to their classroom learning
rather than denying them access to a lot of language that's
often goes unheard or unused in the classroom because of the strong impetus to use only English in the classroom.
And in doing so we use offensive knowledge approach where children are encouraged to use their home language
as a cognitive tool, as a tool for thinking and reasoning. Going back to that example, of being able to tell the time in the home language
is a really useful cognitive tool when learning how to tell the time in English
this type of teaching and learning affirms children's identity. So recognizing the cultural and linguistic knowledge that they bring with them
to the classroom is a really good way of helping them to see themselves
as valued and active and engaged members of the classroom with agency
teachers should understand a little bit about children's different language backgrounds and build on them.
That doesn't mean you have to be fluent in the language of the classroom language of the child, but just know what
what types of language make up the linguistic repertoire. And part of this a very important element of this is translanguaging,
which is an important practice that helps children to build conceptual-
The term translanguaging, which is based on the idea that young EALD learners regularly and naturally use
all of their languages to make meaning in the world and these languages are part of one linguistic system
that individual learners access, depending on the context. So in the classroom, translanguaging pedagogies can support young learners
in a variety of ways, such as opening up access to their background knowledge,
helping them to learn new vocabulary increasing understanding about the features of language which can result in matter
linguistic talk about language, but also apart from the learning cognitive benefits trust language,
it can also help to build important connections between students, home life and school
so that students varied language and social practices are not seen as standing outside of their school experiences,
but as being fluid and unified with school practices.
It's important to recognize that one of the most important professional, one of the important professional standards
required of teachers in Australia is teaching standard 1.3 to know their students and how they learn.
This includes students with diverse linguistic, cultural, religious and socio economic backgrounds.
And this implies that teachers should pay careful attention to the cultural and linguistic differences in their students
to gain a deeper knowledge of who they are and how they can support their learning. Understanding learners implies that teachers need to create learning
environments in which all students are expected to achieve to a high standard students need to feel safe, welcome, accepted
and inspired to learn to the best of their ability, regardless of their culture.
And linguistic background. An environment like this can be described as having a healthy, multilingual ecology
in which teachers make a really big effort to learn more about students languages,
show respect for them, and help students to develop ways of thinking and talking about their languages to each other.
A healthy, multilingual ecology should be environments that represent the demographics of their students,
so the full range of language practices should be seen in
their schools, and these should be settled enough for success.
Make the classroom feel language friendly, make the school feel language friendly,
and where students can see value and and richness
in the very diversity, linguistic and cultural diversity that exists within
this is important because many multilingual students are initially reluctant
to use anything but the language of instruction in the classroom. Having been conditioned to view the classroom as an English only zone, in the case of Australia,
where the use of the mother tongue is often seen as somehow subversive or not allowed, a good place to start is for teachers themselves.
To learn more about students languages and to show respect for them and to give them ways of thinking and talking about their languages.
So I, for example, might take the first step in talking about the languages. I know I might start a lesson by greeting students in Xhosa,
one of the most widely spoken languages in South Africa. Then I might continue in Afrikaans.
I'd encourage students to ask questions about the languages I speak such as Did I learn them at school?
Who do I speak them with? How do you make the click sound in Xhosa? How do you make the sound in Afrikaans?
Get students to have these types of mental linguistic conversations about the languages that they know so that they can take ownership of them.
You might also want to find someone who activities so student can find out more about the multilingual
make up of the classroom and find out how many different languages are in their classroom.
They could even do a tally of those and work out what the biggest proportion of additional languages are in is in the classroom.
So lots and lots of talking around language that leads to productive
learning and helps to build a healthy, multilingual quality
another piece of advice is to become a co-learner of language with your students, so show learners
that you are willing to to take a risk and learn another language and that means not having to know, not having to be fluent
in all of the languages of the classroom or even even more than one of them. But to show them that you're willing to learn, for example,
you might want to explore compound words in Korean and English. You might put down some compound words in English, such as cup and cake
and sunflower leading to sunflower and cupcake. And then students can come up with their own from their home languages
such as Kim, plus Bap; kimbap,
water plus bottle; water bottle, getting students to teach you, and for them for them to be the experts
in their languages, and for you to show a willingness to learn them
you might also want students to bring in one of their favorite
stories from home in the home language in their home language, and maybe get students
to compare similarities and differences between well-known stories such as comparing well-known fairy tales
and looking at how fairy tales begin and end in different languages,
and comparing a cross and a similar genre but from a different cultural perspective
can be a very interesting exercise and one in which a lot of intercultural sharing takes place.
Multilingual storytelling is another very productive way in which to get young learners to make links between their home language
and English, encouraging their oral language
through, talk around text and talk around stories and building with a view of building on the language in literacy learning.
And here I refer to some work that I did with Jill Pennington, who has done some wonderful work with multilingual story boxes for Peter,
an eight year old in New South Wales and in this instance, we worked with Jill particularly, worked
with a class of young learners in getting them to
develop a theme around their favorite meals from from the home, their favorite meals in their families, and which special occasions
they ate them, and she developed a term long unit of work that looked at really drawing on the richness of
family customs family recipes, words around words in the first language
around meals and food and food preparation. And she built that into a really, really vibrant, play based curriculum,
which also got students to do a lot of storytelling about
interesting customs from from their home, interesting
recipes, interesting creative ways in which families spend time together.
And this was really, really a fascinating project because it culminated in a wonderful published book
that the students produced by the end of the nine week unit of work
a big feature of multilingual storytelling approach to building oral language
for each learners is providing resources such as bilingual storybooks.
Here we can see students responding to a story they had heard many times in English.
But now one of their favorite stories was former A. This was a class of five to six year olds,
but it also provided that story in Nepali and
that was a really, really interesting exercise because the Nepali children were really, really enthralled
by the story that they had heard over and over again. But this time it was told in their language and their peers
from other language groups could could hear the richness of their mother tongue
and get to hear a familiar story with so many pictures. But in the language of the Nepali children in the classroom,
of course, another very important way of supporting our learners oracy through making connections between their home language and English,
is something like a multilingual storybooks approach which still has spoken about in her workshops.
But here, for example, students have a source text around the theme for that unit of work, which is obviously
special family meals. And this one was Lima's red hot chili, where students with children
were read the story and acted out
the plot of the story using puppets and food props focusing on specific
words from the story and really developing and retelling the story through oral language.
So and so the multilingual story box is fantastic. It's a sort of a multi ensemble that really helps students
to revisit the story and to tell it in their own unique way.
Of students explicit way of
supporting children's connections between the home language and the language of the classroom.
And English is to help students create a multilingual word and to
based on the stories that they're reading with stories that they're acting out
and or stories that they're planning to write. So in this instance, for example, students
were began by looking at translations of the names of their favorite foods, such as icecream, rice and watermelon in their home languages,
and translating them into the languages of the classroom, such as Mandarin Nepali, Indonesian, Tongan and Greek.
And here these were displayed up on the walls of the classroom, again,
promoting that sense of a multilingual ecology where everybody's home language could be seen
and read by students from the class and where that multilingual identity of the class was front and center
so in a unit like this, this is very, very productive because the the vocabulary grows around this
theme of important family meals. Students start to bring more information from the home around
what types of food they eat and what on different occasions. And students
in this instance, in this multilingual story telling project that we looked at with five and six year olds,
students really, really produced some rich literacy work as a result
of having engage in our oral language throughout the the unit
in which they drew on their cultural offensive knowledge, but also their linguistic friends of knowledge
and brought them back to the class to share with their peers. And these resulted in some very rich literacy work.
Ultimately, for example, one of our students, one of the students we worked with, said she had drawn
her during a new year where her auntie, uncle and cousin came to her house.
They ate fish for lunar new year, Fish has the same pronunciation as more than in Chinese,
which means we'll have more than enough food to eat next year. My favorite food is dumplings.
So from an initial theme about food,
this oral language had grown over the course of the unit where students had shared, had discussed,
had pushed each other to produce more oral language. And this had resulted in a final story, which was
a combination of storytelling, talking and writing, which resulted in a published book
Finally, which Jill did a great job on. And she actually got the parents and the carers involved
in translating some of the sentences that the students had produced in English into the different languages of the classroom.
So there instead of having all the language on the walls, we then had a published artifact as a result of all the oral language
that had been used throughout the unit of work. So this is just a whistle stop tour
around the type of productive work that can go into making links between the
home language and the language of the classroom and how that can promote and how that can really sustain
and strengthen literacy work in the classroom. And how that really makes for a very rich, intercultural sharing experience.
A lot of pluralism seen in this type of work and also this idea that students see that they're part of a multilingual ecology.
They don't just leave their languages at home when they come to school, but they use them as a resource for sharing, which in turn
actually supports their EAL so why should we incorporate home languages?
I hope the few examples that I provided would convince you that they really enrich teaching and learning in the classroom.
They also support holistic development. So students began to see and know other things about their peers
when they shared instances of their
background and their families and their customs and their meals and their pastimes with each other.
And of course it shows up their academic content because they get to push their vocabulary development,
their talk around language, and it gets them to develop their identities as not just learners in the classroom,
but notice with lives rich, intercultural, last beyond the classroom, which in turn has a big positive effect
on their socio emotional well-being. I have left some information about further reading you might want to do around
making connections between students, home language and the like.
And I'd also like to lead you leave you with second language acquisition Professor Patsy Lightbown, a quote where she says,
The most powerful learning to a child brings with them to the classroom is their home language.
So I really, really hope to learn more from you in a few weeks time about the ways in which you incorporate
your students home languages into their oracy work. The new English curriculum is a really good opportunity to do this.
It states it explicitly that students should be encouraged to make links between stories in their home language and and language of the classroom.
And yeah, I hope that's a positive and productive space where we can brainstorm supportive pedagogies that really help to
encourage our young, healthy learners to engage in oracy
in oral language, which helps to extend their thinking and helps them to really develop their reasoning
and learning in a very productive way as as attentive learners in the classroom.
Thank you for your time today, and I look forward to chatting with you in a few weeks time. All right. Bye.
Margaret Turnbull works as a Principal Policy Analyst in the NSW Department of Education, Centre for Educational Statistics and Evaluation. In this role she has initiated literacy and EAL/D research and has worked on the development of the ACARA National Literacy Learning Progressions. For the majority of her career she has worked in EAL/D education. As an Instructional Leader at a culturally and linguistically diverse school in South Western Sydney she led teacher learning in EAL/D pedagogy and assessment practices. As the coordinator of the EAL/D program in NSW Department of Education, she led assessment, curriculum and research projects and policy development for EAL learners. As a Multicultural EAL/D consultant she has supported EAL/D teachers in schools across the state. Margaret’s session will explore Dialogic Teaching as a pedagogic model.
Hi, everybody. My name's Margaret Turnbull. And thank you for joining this seminar.
I'm looking forward to sharing some aspects of my research with you on dialogic teaching
with EAL/D learners.
I'd like to acknowledge the traditional custodians of the land that we're working on today and pay my respects
to elders past, present and emerging. I'd like to acknowledge that we're coming together from an array of traditional lands.
I'm working today on the lands of the Gadigal people of the Eora nation.
I work also wish to acknowledge that we have much to learn from the First Nations people.
This slide is a picture of the yarning circle. And it's a great example of what we can learn.
The yarning circle, which you see here is an example, is a sacred space.
It's used by Aboriginal and Torres Strait Islander peoples, and it's been used for generations.
And this is a place where all voices are equally respected and
there's no authority in the circle. Everyone takes turns and it's an open place to share.
This is a lovely message considering that the focus of our workshops today is talk
So in this in this presentation, I'm going to cover
three big ideas. As EAL/D teachers, we know how important talk is for learning.
And today I'm introducing a particular model of teaching and learning called dialogic teaching that can be used
in the classroom to create a talk culture that is both inclusive and challenging.
And we know how important high challenge and high support is. Then I want to share my research which looks at this model
and how to make it more inclusive for EAL/D learners. So the big ideas that I have is dialogic teaching
is a well researched model, and we're going to look at that research evidence to show how it supports learning.
And engagement. And then we're going to look at how EAL/D learners need scaffolding to fully participate in this model
of dialogic teaching So there's a lot of research,
as I say, about the role of talk in learning and if we look at the research that's been done since the 1970s,
there are three what they call X factors One is that in order for learning talk to be successful,
all learners have to be seen as valued contributors. All of our EAL/D learners' voices need to be valued.
But this applies to any learning talk in any context. We know that if you've heard of the IRF initiation response feedback, we know that
we have to go beyond that third move and not just say Yes, that was good, but
ask those why and how questions to extend talk. So extending students talk is really important.
And then talk about language and learning is really important as well.
Metacognitive talk. So it's an opportunity to reflect on the language we've been using Now,
these are really key and I want to explore them as well. How we do that with EAL/D learners.
And is this enough? So first I want to
go through the model of dialogic teaching with you, and you can see that the person I'm referring to,
the main source of this research is Robin Alexander. And the book that you can see there is his 2020 book
which tells you everything you've ever wanted to know and need to know about the dialogic teaching model.
And this is a model that I've used in my research, and I've used it because Robin Alexander has done decades
of international research in countries across the world observing, documenting what good talk practices look like
before he came up with this model. Then his model was tested, so in 2014 to 2017,
a trial of dialogic teaching was conducted in the UK with nearly 5000 students
and 208 teachers over a period of 20 weeks. And this trial looked at implementing it
in some classes and not implementing it in others so that I could compare the results to this randomized control
trial found that students who implemented dialogic teaching were up to two months ahead of their control group peers
in English, maths and science. So that's really powerful quantitive
results if you want to look for that. OK. I'm really keen for you to
get a sense of what this dialogic teaching framework is, what it looks like.
So first of all, as you can see here,
the dialogic teaching framework, it describes
what dialogic teaching looks like. So when you implement this dialogic teaching framework,
these six principles are visible in your classroom. These six principles that you can see here,
Alexander clusters in two areas, two groupings. So he talks about inclusive talk culture
and learning talk culture. And so let's go through these principles
and see what a dialogic teaching talk culture looks like.
So an inclusive talk culture will mean it's supportive where students are able to express their ideas freely.
They take risks without fear of embarrassment. We know that's crucial for EAL/D, they need to be able to experiment with language.
It is also collective, which means that students not only are learning together
but they work in groups and complete tasks together and they're building on each other's ideas.
It's reciprocal and that's a really key one because in order for that collective learning to happen, happen.
And in order for respect to happen, students have to be listening to each other.
They have to know how to listen to each other so that they can build on each other's ideas, share ideas, and consider different viewpoints.
Then a learning talk culture. Learning talk culture is about being able to argue points, being able to
work towards specific learning goals in their talk
so when they're participating in this group learning, they have to know that they're working towards these shared goals
and trying to sort of reach consensus in their understanding It's deliberative,
which means that they know that they're arguing, but it's not an argument.
They are evaluating each other's arguments and trying to resolve different points of view
or at least hear those different positions and understand them. And then it's cumulative.
And that's a really key one too, because they're building on each other's ideas and students can see how their ideas
are chained together and developing towards the deeper understanding.
So, here are the six principles that describe think about your own classroom. How much of this do you see in your own classroom?
And and I think from previous work around EAL/D scaffolding,
this is an area that we do quite well. We're very supportive and we develop supportive
learning environments and cultures. But sometimes there isn't the space
that is cumulative and deliberative and development of
learning talk culture. And so Alexander in this text also describes a whole lot of
behaviors, the kind of teaching talk that you can use, the questioning talk, the extending talk to get discussion and argument going,
how to set up the culture, how to set up the classroom environment. So these repertoires are a guide to what you do in the classroom.
And some of these I took up in my research and then tried to find that perspective.
OK, here's an example. Of an actual interaction that was in one of the classes that I worked with.
And this was very interesting because you can see here
how this is a dialogue, how this is dialogic teaching in action. Now, this interaction here, which I'll walk through with you,
is just the students talking. There's no teacher talk here.
These students were scaffolded with articles to read, papers to read. So they built their knowledge around what language means and why minority.
This is talk about minority languages and why they should be preserved. And after reading, they came to this have this discussion
about minority languages. It was fascinating. It was a philosophy class, year ten so you can see eight students
participated in this discussion and they all put their ideas forward. But what I want to show you if you look carefully look at the way that
they phrased they started the
each contribution. So starts off. Student one I think preserving minority language is very important
because obviously no point in putting time into creating new language when old languages exist, et cetera.
So let's see how this is cumulative talk if you can see what had gone before,
you can see that they're building on ideas. OK, next one. She then said says she's wanting others to participate.
Guys, come on. So she's also participating in supportive talk, supporting others, encouraging others to join in.
So. Student two I do think that having more minority languages will provide more world views.
So she's building on the points that the previous student has made. Student three and also to add on to that, so this student is going
OK, I'm also adding to the ideas, contributing ideas.
And you know, the next one, you know what you just said. So about historical buildings, we can keep those.
We can't just keep languages. We must, you know, if we're keeping historical buildings,
we must be able to keep history and culture and language alive. So
you know what you just said, important frames, because this student obviously listening to the previous one and adding on to it.
And then again, this next student, again, building on to what the previous person's
said, but giving an alternate a turn, alternate view,
so deliberative that they're building up an argument here's an alternate view to consider adding to this, again, cumulative talk.
Yeah, but I think deliberative talk getting a little bit more of a different perspective there.
If we go back to what Christi said. OK, so this student is coming back to the key purpose.
So you can say that all of the students are building cumulative talk.
They're being deliberative and arguments and building an argument, but they're also keeping on track in terms of the topic.
So this is a lovely example of dialogic, the result of dialogic teaching in a year ten class.
Let's move on. So before I go into the EAL/D point
context and what we did show you what we did, I want to actually show you some of the things that the students said at the end of our initiative.
So if we have a look through, we can see that the students are very engaged.
We can see that they're feeling valued. We can see that the students have a sense that they're being supported
They're being respected, but they're also being pushed. So the sense of warm demand, if you like, support and challenge.
So look at some of these. You can tell your understanding something really well because you can apply it
by like thinking critically and answering questions in a critical way.
So you can tell that this person loves to talk because this student is unraveling her ideas as she goes,
because we've grown a stronger bond to each other. We can ask questions to each other. Okay.
So because this is it's a really supportive environment,
they have no trouble questioning each other. Teachers are engaging because they relate back to our lives.
Nice. But then he's that thing. It's supportive, but it's also challenging them,
not just answering yes, no questions. I'm better in argument in talk. Again,
it being pushed to elaborate, pushed to give reasons. I answer a lot.
Teacher asks why teacher pushes more I have to work hard to listen and think.
Teacher likes to use specific history language in talking writing. So they're not just being pushed for their ideas.
But they're also being pushed in terms of their language. We talk a lot.
There's a lot of that talking on this. Next, it's in the talking that's most thoughtful.
I love this because it's kind of giving you the sense that they're really thinking hard when they're talking.
They're not just responding with guessing what's in the teacher's head. We've learned to articulate our opinions and our arguments really well.
So it's not just about putting an idea out there, but it's actually thinking about how they phrase that word, their responses.
That's important. So when we have discussions, it doesn't get argumentative at all. It's just trying to understand every other person's opinion.
So you can see that there is this culture of support, respect and high challenge. OK,
so how do we get to that point? If we think about
I'm taking you back, taking you back to EALD learners. So if we think about why talk is important for our English
as an Additional Language learners and what else we need to do,
think about students that come into your class by learning a new language and for the first time in a school context
so that don't come with a lot of spoken language and they might come with some, but then spoken English
is perhaps every day and certainly not academic. So they're communicating in a context where they're trying to learn the subject
through a language that is not their first language. So there's a huge cognitive challenge for them as they're learning these
new concepts through talk in a language that's not their first language. And so they may be able to do some of these kind of
classroom interactions, but perhaps what they're not able to do is transfer that
into a more academic language, more written like language.
So what we need to do is to scaffold students that are able to extend
and build that academic language, that more written language, that they are able to practice the academic language in the talk
contexts of school, and they're able to participate fully in the whole class.
And small group learning conversations that they have and with different partners.
Sometimes I'll be in a peer group, sometimes a group work, sometimes in class. But how do we scaffold that learning?
And more importantly, I keep mentioning academic language and that that's what we need to build that capacity in.
Like, what does this look like? Because before we do anything, we have to have a sense
of how we move students from that every day. Spoken English at the end of the left hand, end of the continuum line
continuum, which I'm sure you're all aware of, to the right end of the curriculum, which is more written like you've spoken but more written like academic language.
So if you think let's let's have a think about what those language differences are.
So when you're at the left hand and then you're talking in while you're doing so, you might be more exploratory talk.
You're talking while you're doing so. You might be talking about something that's in your immediate environment.
And so in this case, it's an experiment, so you don't have to name the items you're using.
Pronouns look, it's making them move. We don't know what it is and we don't know what it is,
but the people in that space do because the students are interacting OK,
but then as you move students along the mode continuum, they can have another activity where they're telling others, they're recounting.
And this is still exploratory talk, but they're telling others about what they found. So we found OK,
we found out that the pins so they're now having to name the objects stuck on the magnets and then naming all of the objects
and so did the iron filings when naming all the objects. But we've got pretty much still we're describing what happened.
So it's a lot of verbs we found stuck on, OK, now we're moving to the next level of more literate talk.
So we want to up the ante a little bit. And in this case, we're using more of the terminology of the subject
like experiment, discovered, attract. And so we're this literate talk is used by building up their vocabulary
but I'm not just talking about vocab here. I want to shift the language even further to become more academic
and this is the space we don't usually get to because it's not just about vocab like attracts and magnets, mental experiment.
It's about how you construct your sentence. So you notice here there's one verb and it's the relational verb is
and that's because here we're giving a definition of a magnet. And this is not your typical
everyday talk, or even it's more literate talk. This is presentation talk.
And in this case, in a definition, there's less of the verbs that are used to describe
what happens and actions and more we're talking about an object
and defining or and we've got lengthier the noun phrase. So look at this noun phrase, a piece of metal surrounded
by an invisible force which affects any magnetic magnetic material
So this is one of the characteristics of more written like language
that we want to bring into their academic talk And so we're looking at the complex noun presence
normalizations, and we'll look at more aspects of that in a minute.
So this is what we did in our in planning for scaffolding, dialogic teaching with EALD learner.
We took the first two components of the dialogic teaching model. So building inclusive talk through these teaching approaches,
building learning, talk through these teaching approaches, building it into the units of work systematically.
But then we also built language talk and explicit teaching of language
in systematically into the units of work in the history context in which we would work.
So let's look at some of these teaching approaches. All of these first to you'll find
well documented in some of the resources that I'll give you references to later. So we know that we can build inclusive talk
by getting students to work in
different interactional partners. So making sure they have peer group,
small group work and whole class great work. And that's because the teacher then has the opportunity
to do that contingent scaffolding within each of the small groups and paid groups,
not just whole class interactions where it's much much harder to get around to the whole class and hear every student.
We know that student and teacher reflection on talk is really important and actually
because we want students to think, be able to talk and reflect on how well they participated
and whether they participated or not is everybody's voice being heard. Also, the questioning makes a difference
to how well we can include students. And sometimes what we need to make sure as teachers is, are we
are we picking up on the students background? And linking that to the current learning?
Now, you know you know, a lot about that is the annual teachers learning talk is also where before left field building
you know that in writing, before writing, before reading, we build fields,
we build up this subject knowledge and determine knowledge and they vocabulary before they write.
Similarly, we found we were doing that before we put them into groups. So that they had some of this language that they could bring to learning talk.
We also got them to reflect on the learning goals so they knew why
they were in this context to talking and what they needed to do. We gave them scaffolding and mind maps like tables
that would structure how they would take notes, so that would make sure that they would record their ideas or scaffolding
that would provide them with the key vocabulary that was they thinking. I'm going to show you some of these in a minute.
And then and then questions to extend. So this is the why questions, the hard questions to get students
to elaborate more, giving them the space to talk. Now, on top of that,
we taught the target language. In this case, it was argumentation language. So I'll show you some examples of that.
Explicit teaching normalization for example. Then we got them to reflect
on their own language uptake of language. Then what we did was show visibly
what the difference was between everyday and academic language so that they were aware themselves of when to use,
when it was time to use academic language and how to build towards that. So let's see what we did.
So here's an example of an activity This was building normalizations.
So on the right, you can see some of the normalizations that the teacher used in the student's everyday language.
So what we did here is we focused on
trying to get students to use some of these normalizations in their talk. So first what we found was that
students were not using any normalizations. They were very much talking in verbs.
It is representing something. It's not a bad verb. And on on Anzac Day, people attend public ceremonies.
Remember the soldiers who died and celebrate. OK, so they talking about what people did who basically took over.
Again, they're talking about what seemed like they all remembering because it was such a horrible thing.
So changing the adjective into a new. So mostly when they recall writing in history,
they're recounting what people did. What we wanted to do was to change that into a normalization of a noun group
Cook's invasion of Australia, the horrors of war, Anzac Day public commemoration, the representation of war.
So how do we do this? Well, first of all, this. The teacher started recasting during group work and group interaction.
She would recast some of their everyday language into nouns, she would do that orally.
We saw no uptake. So then she would put a grid like this on the board,
and as students said something like this, she would recount, recast it
and write the normalization on the board or her supporting teacher would. And then when teachers then when she would hear
the students using the everyday language, she'd ask them to rephrase. And after a while, the students were automatically using more normalizations in their talk.
And we've got evidence of them just contributing to classroom conversations using normalizations, which is great.
So that also then got transferred into their joint construction when we did joint construction on the board.
This language normalizations will be used by the students and in independent writing as well.
Another aspect of language that was useful in history was the use of attempts of intensifiers.
So words like actually significantly, extremely. And this was very useful when you're describing how useful
history sources were. And in this case,
you nine were often asked to analyze historical sources and as an assessment,
they were asked to describe how useful the historical sources were. So we first jointly developed
this usefulness line with the students. Then they had to practice making judgments of their sources
in groups and annotating them to say, annotating each of their sources to say how useful they were.
And then we did a joint construction again where the students wrote
a text collaboratively on the board using picking up on some of this language.
Partially useful. You can see down the bottom there and picking up on somebody's use, accurate use of intensifies.
Now, that was another example. Another one is the use of saying verbs.
So in history, again, students again, this is you nine students have to talk about
their references and are encouraged to use references in their
in the as part of the evidence. So they would be quoting evidence
to say this was whether, as I say, useful and to show really
whether this was factual or not, to prove something is factual, to prove a point. Now, what we wanted them to do was get a little bit
more subtle in their choice of saying verbs so that they could either provide
a neutral representation of this resource this source, this course, or something that's more evaluative. So
what we got them to do was, first of all, right, find a definition for each of the saying begins, and you can see those definitions here.
And then they had to decide in groups whether they were a neutral or an evaluative representation.
So here's an example. Down the bottom, we could say Alexander states
that classroom dialog improves writing outcomes. And you can see then that that's a kind of much more factual
representation of this information and it gives it validity or you can say, Alexander replies, that
classroom dialog improves writing outcome, which really kind of draws away
from the relevance sort of that that statement and its truthfulness, if you like.
So this way we got them to use again in joint constructions using more
appropriate saying verbs, and this is also reflected in their writing.
And then we have students monitoring and reflecting on their talk in the classroom.
This is a Year Ten interaction, and we had some of the students just doing an observation of the patterns of interaction.
You can see the poor old SIB didn't get much of a look in. And so building students because of this plotting of talks
and taking in discussion, students were then able to look at that and discuss who was participating more and whether all voices were effectively represented.
They discussed how they could be given more opportunities to contribute and also contributed to that conversation.
And then they also did some note taking, which is the summary text of the points
that were raised in the conversation during the classroom conversation. And in this way, this helped them to reflect
on how their argument was developing in the event
And last but not least, you can say the use of multi-modal resources
as scaffolding for a bridge scaffolding for their tool, and also as a bridge to rising.
So we tend to do this kind of visual
visual representation to get the concepts across, which again, they did apply front loaded before the talk.
We had this second this middle kind of visual representation of definitions.
This was more you seven text. And then we found students, if they had that in front of them, were able
to pick up on some of the terminology in their discussion. This on the right was more used for you or anyone.
And so once they had this deconstruction of their reading text,
they were more easily able to go back and find the relevant elements in the text.
When they were having discussion to justify their find evidence from the text that was relevant for them.
And so these kind of scaffold words were really came in
in talk and scaffolding tool. We often think of scaffolding writing, but what we found was it was not sufficient scaffolding tool.
And that's what I will demand is needed very much. So back to our main ideas.
To finish up So our big ideas, we know dialogic thought
taking is a well-researched model for in developing inclusive tool culture.
In the classroom. And we have seen how the evidence for dialogic teaching is very strong in terms of supporting learning engagement.
And what we've now seen is how we need to provide additional scaffolding of language to get students to fully participate in dialogic teaching
and to have the academic language that can support them. So here are some resources that have been used.
This one was a lovely one over here. Transformed teaching and learning through talk. Lots of examples there, lots of explanation, explanatory
information in the dialogic teaching class combining And of course, there's
these two texts up here, always excellent references, but the old language
support of the and the language in the classroom. And finally, here is some websites that I've used which include
lots of strategies that can be useful in setting up dialogic teaching in the classroom,
including some New South Wales folk moves, posters and questioning strategies that were really useful.
So thank you. I hope you go out and try some new activities
in the classroom to get academic talk with your EALD learners. Thank you.
This seminar will consider the opportunities the new K-2 English syllabus offers in terms of supporting the oracy of EAL/D students. Of particular interest is the syllabus statement that “EAL/D students should be provided with opportunities to engage with and respond to texts in their home language so that they can make meaningful connections between their home language and Standard Australian English” (p. 12): the seminar will consider how this might be done and how to share strategies with mainstream teachers. While focused on K-2, the issues raised may have implications more broadly, looking to Years 3 – 6 and beyond.
TESOL Seminar 2: Culturally responsive pedagogies
Seminar 2, Culturally responsive pedagogies, will be presented by Dr Lisa Garrett, Principal Project Officer in Indigenous EAL/D at the Queensland Department of Education. Lisa will outline her research about a school-based professional learning intervention, with a focus on cultural competency, and the impact of the intervention on teachers’ beliefs and assumptions towards students from a refugee background and how they can effectively create culturally safe and responsive learning environments. She will also describe pedagogical frameworks that were created as an outcome of her research. These pedagogical frameworks are useful for supporting schools in creating contextualised professional learning to build teacher capability in cultural responsiveness and reposition teachers’ existing beliefs and assumptions towards students from culturally diverse backgrounds.
Presenter
Dr Lisa Garrett works as a Principal Project Officer (Indigenous EAL/D) for First Nations Strategy and Partnerships in the Department of Education, Queensland. She has worked as an EAL/D teacher in Intensive English Centres, teacher educator and advisor in various culturally diverse contexts, such as Ethiopia, the Middle East and in Australia’s Aboriginal and Torres Strait Islander communities. Lisa was also an expert panel member for AITSL's national project, Indigenous cultural competency in the Australian workforce in 2020 and was a consultant in the area of culturally responsive pedagogy for ACER’s UNESCO project in developing Teacher Education in Myanmar. In 2021, Lisa completed her PhD which investigated how a school-based professional learning intervention, with a focus on cultural competency, assisted teachers to better enact Standard 1.3 of the APSTs. Her study reports on the impact of the intervention on teachers’ beliefs and assumptions towards students from a refugee background and how they can effectively create culturally safe and responsive learning environments.
TESOL Seminar 3: Exploring the alphabetic principle in teaching EAL/D students
This presentation explores how knowledge of sound and letter relationships underpin reading and writing, the Word Recognition strands of the Reading Rope model (Scarborough, 2001). It is designed to strengthen participants’ knowledge about sounds and script in English – in comparison and contrast to other languages that our students use – as well as provide some strategies for working with students and collaborating with other teachers. The material is applicable to both primary and secondary school teachers.
FAQs Decodable texts and EAL/D learners: advice for beginning readers
Presenter
Susan Feez is an Adjunct Associate Professor at the University of New England, a member of the English, Literacies and Languages Education (ELLE) team within the School of Education. She specialises in English language and literacy education and educational linguistics. Susan also has expertise in the field of Montessori education. She has written about the alphabetic principle in the book The alphabetic principle and beyond: surveying the landscape, edited by Robyn Cox, Susan Feez and Lorraine Beveridge (PETAA, 2019).
TESOL Seminar 4: On-site conference at UTS
november 4
This event is the culmination of our series of teacher seminars held throughout the year and is a whole-day face-to-face day of talks and presentations to share practice around EAL/D teaching in schools for qualified EAL/D teachers in NSW public schools.
Keynote speakers: Professor Emeritus Beverley Derewianka, Adrian Robinson (NSW Dept of Ed, Indigenous Education), Kathy Rushton, Joanne Rossbridge and Gill Pennington (Literacy consultants).
Teacher presenters include: Deena Kamoda & Kerry Cheeseman (Wentworthville PS), Brad Wilke (Bombaderry HS), Seung Hwa Kim (Campsie PS), Andrew Clayton (Oran Park PS)
Read Tense to make sense! Presentation by Andrew Clayton (PDF, 3.2 MB)
Read Exploring EAL/D pedagogy and Interventions to improve reading comprehension skills in 7-10 Science presentation by Lauren Chun and Kerryn Waters (PDF, 1.4MB)
Seminars from 2022
Unpacking the language for learning– looking at the new in English K-2 syllabus
19 March 2022
Speakers
- Associate Professor Robyn Cox, Head of Department, Curriculum, School of Education, UNE
- Joanne Rossbridge, Education consultant
Materials
Robyn provided an overview of the syllabus, the ways language is defined and taught and where EAL/D teachers might capitalise on opportunities to teach language. Robyn was a member of the Advisory Committee and thus has in-depth knowledge of the syllabus content.
In this presentation, Jo identifies some of the planning and teaching strategies that will assist schools and teachers to navigate and use the new syllabus. This is drawn from the work Jo has been doing with schools.
Translanguaging and how to use it in the classroom
28 May 2022
Presenters
- Dr Mei French, UniSA Education Futures – educational & applied linguist whose research focusses on complex and purposeful multilingual practices of high school students and teachers
- Renée Chen, Prescott College, Prospect, SA
This seminar explores the theory and practical strategies for using language resources in the classroom.
Materials
Reading the experience: working with books about new arrivals
20 August 2022
This seminar puts a focus on literature, what is available for rich conversations about contemporary situations, as well as some strategies for working with books at all class levels.
00:00:00:11 - 00:00:31:22
Speaker 1
I'll. My name is Megan Daily, and today I'm going to talk to you a little bit about reading the experience and the work that I've done. With books about new arrivals and for new arrivals. And there's a little bit on the screen here about me now. Basically, I am a teacher librarian. I'm also an author. I have a book called Erasing Readers, which was published in 2019 aimed at teachers educators in general and parents.
00:00:32:01 - 00:01:00:07
Speaker 1
I have another book coming out next year about native bees, and I'm a regular literary judge and I do a fair bit of sessional lecturing and tutoring at the Queensland University of Technology here in Brisbane. Both in the field of early childhood education and in teacher librarianship. I've also got a podcast and a website and for children. So you know, there's a fair bit going on.
00:01:01:12 - 00:01:29:32
Speaker 1
I'm going to talk to you today about what's on the screen now. I'm going to have a little bit about how I think we can support students in the classroom with their reading, particularly, particularly obviously Aldi students going to talk about why I think books are important in the lives of all young people books, mirrors, windows and sliding doors, perhaps a term that you've heard before, the way books I see as works of art.
00:01:30:01 - 00:01:58:09
Speaker 1
They are works of heart, how we read aloud to students and the importance of that. And then looking at books which explore the migrant experience and also books which explore change and dislocation in general in terms of supporting students in our classrooms, Really, I see books as having two purposes in an educational setting. Books for skill development. So they as tools.
00:01:58:20 - 00:02:31:21
Speaker 1
But books are also very much about an emotional connection to stories and books. In this case, as both a story and as an escape So just to recap that, I really see books as skill development and as emotional connection. We have to, as educators, think about how we foster the will to read in our young people, thinking about the importance of reading aloud to our young people, reading in first languages, bringing books to life, the way book clubs can work in the lives of young people of all ages.
00:02:31:29 - 00:03:11:17
Speaker 1
And I guess there I'm talking I work as a primary school teacher librarian at the moment, but in a prep two year 12 school, and I have run book clubs for many, many years, 20 years for high school students. I'm students in the last few years of primary school, most specifically over the last few years, I've run international student book clubs because like my last point there says I have really used certainly in the schools that I've worked out over the last few years, we've really used book clubs with some of our upper primary and secondary international students to explore contemporary life in Australia.
00:03:11:26 - 00:03:38:31
Speaker 1
So we've read aloud with students in book clubs and talked about giving them a really good picture of what the experiences of children in contemporary Australia look like these days. And for context, I currently work in an International Baccalaureate school with an extremely high ild population. Having said that, it's a high fee paying school and the majority majority of our Aldi students have all the support they need in place.
00:03:39:13 - 00:04:05:22
Speaker 1
My mother is also a teacher librarian and she works as a volunteer tutor in the reading program at a school in Brisbane called Milperra State High School, which is an intensive English language school for newly arrived young people of refugee and migrant backgrounds. And it's had an enormous influx, obviously very recently with refugee children. So I have some experience in that area and certainly as a family.
00:04:05:22 - 00:04:28:16
Speaker 1
That's something that has been really important to us our entire lives. I just wanted to show you a snip from one of my son's homework pages this week, because as I was preparing this presentation, I thought, Oh, this is the perfect example of the sorts of things that we do at my school to support our older population, particularly in this case in the early years.
00:04:28:32 - 00:04:57:14
Speaker 1
So this is just some snippet of his homework sheet this week. They have what is called a mentor text every week where that text will be read every single day and explored in different ways as part of their home learning tasks. They are encouraged to listen to these stories and QR codes are provided to take them either to page subscriptions that we have like storybooks, library or not usually YouTube clips because there's copyright issues around those.
00:04:57:23 - 00:05:23:24
Speaker 1
But sometimes we have the teachers reading the books on a closed network within our school but we also provide the books in other languages. And in an international baccalaureate school, we talk about mother tongue, and so we ask some of the parents in the class to read those books in Mother Tongue, and they are recorded again on an internal network sort of to get sort of around copyright issues.
00:05:24:01 - 00:05:52:10
Speaker 1
But we supply those books in Mother Tongue as well, and students listen to those and listen to the books in English and go between the two. So that's something that particularly one of my sons, one teachers, does each week with their mentor texts Why do I think books are really important in the lives of all young people, particularly students who are from Aldi backgrounds?
00:05:52:24 - 00:06:15:27
Speaker 1
Books can be mirrors, windows and sliding doors for young people. And this is something that I know is potentially a term that you've heard before. It's been attributed to a number of different papers people, but it's often written up in academic papers these days. But books can help to facilitate conversations and deepen understanding They're perfect for unpacking, unpacking, complex subject matter.
00:06:16:07 - 00:06:45:27
Speaker 1
And I have in fact had a PhD student sort of shadowing me for want of a better word for the last year, about eight months. And she's been looking about how in my classrooms I really do use books in this way for unpacking quite complex subject matter. And her Ph.D. has just been published. It's about looking at the emotional connection that students have with books in the way we teach librarians and classroom teachers can facilitate those emotional connections.
00:06:46:31 - 00:07:14:12
Speaker 1
Obviously, the saying a picture paints a thousand words is one we all know. And it really does communicate how powerfully art can change the ways in which we see the world books. I think one of the most accessible forms of art, you are ever going to find for a student. We can all hopefully have access to picture books and chapter books alike, and they're an extremely accessible way for young people to access art and start to analyze art.
00:07:14:30 - 00:07:40:22
Speaker 1
Books also, to me are very much a safe space to escape to when the actual world is just too noisy. Books are incredibly quiet companions. I'm not a quiet person, but books are certainly a place that I seek solace in. They're there. When you want them, but you they're also silent when you need that space. So books are absolutely an escape, and they are an escape for so many of the young people that I work with.
00:07:41:11 - 00:08:01:07
Speaker 1
Just in case you haven't heard about these mirrors, windows and sliding doors analogy before, we use it a lot when we're talking about books books as mirrors are stories that reflect your life and help build your identity because we know that young people need to see their lives reflected in literature. It helps them to feel less alone in the world.
00:08:01:07 - 00:08:23:17
Speaker 1
And, you know, that's been particularly important in my family's case. My husband passed away five years ago, and I know that my children have really it's been very soothing for them to see the lives of other young children who have lost a parent in the books that they read. Not always. Sometimes. Like I said on the previous slide, an escape is really good.
00:08:23:17 - 00:08:54:00
Speaker 1
But some of those books around grief and absent parents have been incredibly important for my own children. And for their peers. As is the case in a book, there is a window where it offers an eye, a view into someone else's experiences. So back to that grief analogy. You know, these books about grief and absent parents have been really important in my life, in particular over the last few years, because a lot of my children's peers have been able to develop empathy and understanding for the journey that my own children are going through.
00:08:54:11 - 00:09:22:08
Speaker 1
Books can really help to unpack really, really complex subject matter and explore some of those big issues that we we hope our young people may not have to experience, but we know that they do. Life is complex, life is messy, life is chaotic. And if we can be encouraging our young people to read books which show them a window into somebody else's life, that's how we create, you know, the next generation of of empathetic and caring and kind and compassionate leaders.
00:09:23:10 - 00:10:00:19
Speaker 1
A window can also become a sliding door in a book and allow a reader to really fully enter the story, to absolutely walk in the shoes of another person in another country, in another dimension, and reflect and take action. You know, when we're talking about a book as a sliding door where really they're talking about books that make you take action, they might make you, you know, want to help children living in circumstances they previously had nothing about or fundraise or just, you know, have had this really deep understanding and changed the way they think about a young person or a particular issue that a young person may be facing.
00:10:01:23 - 00:10:29:23
Speaker 1
I sparks interest. It nurtures empathy beautifully. And art can have a massive emotional impact. We only have to look particularly at, say, music and young people and some of the work that's been done by hip hop artists in indigenous communities in connecting First Nations people with hip hop and with words and with beat and with music and, you know, to to know that art has a huge emotional impact on young people.
00:10:30:05 - 00:10:56:03
Speaker 1
You know, the creative and wonderful people that write and illustrate our children's books, they do something incredibly special with the big issues in life. Looking at refugees seeking asylum and looking at all of the big issues, grief I mentioned previously, authors and illustrators use their best skills and all forms of writing and illustrated style to convey messages artistically and hopefully to connect with young people.
00:10:56:13 - 00:11:17:08
Speaker 1
So, you know, I talk with my students each and every day at school about how books are a form of art. And these books could be hanging on the walls in an art gallery, just as a picture hangs on the wall in an art gallery. And that's something that's really important to me and something important that I talk with my students about all the time.
00:11:17:19 - 00:11:43:19
Speaker 1
We sometimes think about art as something that is over there in an art gallery, but books are an incredibly accessible form of art. I'm sure you are all completely read aloud. People but I just want to, I guess, re-emphasize that when a trusted adult read aloud with a child, that child is hearing the rhythm of words. They're hearing expression and emotion, and they're building such a rich and diverse network of words.
00:11:44:06 - 00:12:04:27
Speaker 1
Reading aloud to children of all ages. And here I'm absolutely talking about to your children students from Prep to Grade 12 models of fluid and sustained reading. It helps young people to understand tone and expression. It improves listening skills, develops skills around book conventions, when you're holding up a book and turning the pages or, you know, showing them maybe how a graphic novel works.
00:12:05:13 - 00:12:30:28
Speaker 1
And just something that, again, I'm sure you all do the first time I read a book with young people, particularly a picture book. And here and throughout this presentation, when I talk about picture books, I'm talking about picture books for young people. Of all ages. There is plenty of picture books which are aimed at early childhood age audiences, primary age audiences, but just as likely aimed at a secondary school audience.
00:12:31:05 - 00:12:51:02
Speaker 1
And the first time I read a picture book, I always read it through without stopping so that the young people that I'm reading to here, the way the author intended the language to sound, the story to sound, so they get the narrative arc. So they hear the rhythm of the words, perhaps the rhyme of the words and I never, ever stop on a first reading.
00:12:51:10 - 00:13:18:17
Speaker 1
Then obviously I'll read a picture book again and we might stop at certain points, but I'll read it again and again and again. So when I talked earlier about mentor text, that's something that's really important at the school, current school that I work at and in fact has been at several previous schools as well, these texts that are read every single morning to the young people in the class, so that by the end of the week they've really they've read that story sometimes five to eight times.
00:13:18:17 - 00:13:44:04
Speaker 1
I'll read it in library as well. It's been unpacked, it's been discussed, but it's also been deeply understood reading aloud. You know, I just cannot emphasize enough the importance of and I'm sure you're all on board with that in a world which is so full of different ways of accessing books, it's really important to think about how we can help our young people to access stories in multiple forms.
00:13:44:04 - 00:14:06:08
Speaker 1
There will be a number of young people who will prefer audio books, and audio books have been such an incredible boon for all young people and for adults. I'm currently driving around, you know, listening to an adult book, which I highly recommend called Remarkable Creatures by Tracy Chevalier. I know it's a few years old, but I've never listened to it, and I don't want to come home sometimes.
00:14:06:09 - 00:14:29:06
Speaker 1
It's just so enjoying it. Audiobooks are a way to really increase that reading of books and increase in turn, the vocab that children are exposed to. Graphic novels have been incredible for so many young people, and I would encourage you to visit your public libraries, your school libraries, and get on board with graphic novels and the way that they have become so important to so many young people.
00:14:29:14 - 00:14:55:03
Speaker 1
Podcasts are fabulous ways to access stories magazines. If you are in a primary school or even in sort of lower secondary I highly recommend a program called Story or a subscription based program called Story Box Library, which I have no affiliation with Pat from having read a few books on it myself, but it's a paid subscription model service, which does beautiful read aloud of books, and they are often in Auslan as well.
00:14:55:03 - 00:15:33:31
Speaker 1
So there's some different ways those stories are presented. Before we get onto some books that I want to show you, I just think we need to have a think a little bit about when we're thinking about books which may be suitable for our young people who are from an elite background, need to think about the history of the young person and you know, with the huge influx of refugees into Australia, we need to think really carefully about possible traumas that they might come out of book with and if that's going to be triggering in some cases for them to see a book, or if it is in fact if they are in a place where
00:15:33:31 - 00:15:52:06
Speaker 1
they would like to explore some of those feelings. But we need to think really carefully about the sorts of books that we are giving them. Do they want to read a book at the moment that is a mirror that is you know, reflecting their situation back at them and perhaps making them feel seen, or is it too early for them?
00:15:52:06 - 00:16:18:24
Speaker 1
Do they just need to have some books which are about feelings and perhaps are a bit more of an escape? Have to think about the stability of their current living situation. I'm an ambassador for the Pajama Foundation which supplies books and people called Pajama Angels to children living in out-of-home care or foster care, and sometimes the stability of living situations of recently arrived migrants to Australia.
00:16:18:24 - 00:16:45:31
Speaker 1
And you know, as in the case of, of foster children, it can be up and down and books may not be something that they're easily able to access at home or easily able to keep a track of. It's really important to think obviously about the reading level of the student and if you need to be supplying them with some high interest, but low reading level books in terms of where they're currently at with their English language learning.
00:16:47:01 - 00:17:09:28
Speaker 1
And there's plenty of those. My website, Children's Books Daily has got lots of what I would call high low books, where there is a high interest level, high maturity level of reading, but a really low level of English reading level and literacy level. Sorry. And you also need to think about the maturity level of some of the students always.
00:17:09:28 - 00:17:36:03
Speaker 1
I would encourage you and I know that you will always do this, but you know, we get so busy as educators that sometimes it's very tempting to hand over to a student without having pre read it. It's really important, particularly when we're talking about children that have experienced possible trauma, that we have had a pre read of whatever book that we give them so that we can just touch base with the young people that we're working with before we hand on a book to them.
00:17:36:16 - 00:17:59:10
Speaker 1
And obviously thinking about cross-cultural factors and understanding of a new culture. And this is if this is going to be something that's accessible for them or a little bit confusing for them, I'm going to have a talk about a number of titles over the next few slides, and I will obviously hand on these slides for you to have a great look at.
00:18:00:03 - 00:18:27:11
Speaker 1
I've got lists of books on so many topics. It's ridiculous. When I was thinking about this presentation today, you know, I could list you a hundred titles which represent the migrant experience in literature. They're not all great and I, but a lot of them are absolutely fabulous works of art. I haven't done that for the purposes of the issue.
00:18:27:11 - 00:18:53:29
Speaker 1
What I've done is I've focused on some key titles from the primary years up to the secondary years, but I think a really great one for you to access. And of course, again, when we're talking about this, you know, when we're thinking about the migrant experience, I think that these books are incredibly important for all of the students that you work with, not just your migrant students, quite obviously.
00:18:53:30 - 00:19:23:00
Speaker 1
I probably don't even need to say that, but this is the sort of list of books that I would really encourage you to share with the peers of the students that you work with and really get on to contacting your teacher library. And if you have one in the schools that you are working in and asking them either to do a display of these sorts of books or push these books have conversation with kids about these books and get them into the hands of peers.
00:19:23:00 - 00:20:01:01
Speaker 1
Because again, it's like I said earlier, these titles that I'm going to talk about over the next few slides are going to be really important to all of the children that you are working with, not just your child students, but also their peers. And also, I would say the adults who are working with them. Some of the books that I'm going to show you have been just, you know, mind blowing for so many of the adults that I have worked with and who are working with children for whom English is not their first language and have had experiences that we will never, thankfully, in many cases, have experienced.
00:20:01:01 - 00:20:19:19
Speaker 1
But you know, these books I know in Milperra State School, the intensive English school that I was talking about earlier, a lot of these books are available for staff to read because they're just books that I think are really important in developing a picture of the whole child. And as educators, that's something that obviously we all want to do.
00:20:19:19 - 00:20:46:25
Speaker 1
We want to be educating the whole child. Take up is one that I know many of you will have come across. It is an absolutely sublime rendering of the refugee situation in picture book form. Each approach is such that children are very much spared the horrors of what the boy who had to leave home in a boat and travel alone to a new land may have actually experienced.
00:20:46:32 - 00:21:23:19
Speaker 1
The boy does not represent any particular race or culture, and he is the universal refugee child. The text is by Rebecca Young. The artwork is by Matt Lee, who, you know, I have an out and out crush on. He has never produced a picture book, which is not award winning and just utterly sublime. The artwork for this book are quite large about sort of a meter over made up oil paintings, and they are on canvases and they are absolutely you know, emotionally the impact, the emotional impact of seeing them in the original artwork, these cannot be understated.
00:21:24:19 - 00:22:01:25
Speaker 1
The illustrations sort of transpose the reader both upon and above the boy's small boat, which is isolated on the sea. He achieves this with high and high angled long shots positioning. The boy is quite alone and quite vulnerable. And then we come in really, really, really close and to almost to our level. Where we can almost be at one with this young boy, this young character in the boat, the illustrations are generally on a double page spread to emulate the large myths of the open seas, but some of them are done as panels strips to represent growth over time.
00:22:02:07 - 00:22:29:14
Speaker 1
The Sea Voyage test the boy immeasurably with variable and often confronting weather and empty horizons. It's very much this sense of loneliness throughout a lot of them. But the natural elements and stars and clouds, as well as interactions with whales and an albatross, provide relief from that loneliness they there is he takes with him in the boat. I'm just trying to look at my notes here.
00:22:29:23 - 00:22:50:15
Speaker 1
He takes with him in the boat only a book. Of course he takes a book a bottle and a blanket, as well as a teacup with earth from his home and a seed sprouts in this teacup. And it becomes this really powerful symbol, both as food and protection place and new life. So the story is very much one of hope and new life and one that I would highly recommend to all of you.
00:22:50:15 - 00:23:09:24
Speaker 1
It's utterly gift to all. And I have gifted it to a lot of educators in my life. My name is a Refugee by Kate Milner. Again, I'm assuming a lot of you are quite familiar with this one. In this one, a young boy discusses the journey he's about to make with his mother. They'll leave their town and it will be sad, but it's also going to be exciting.
00:23:09:24 - 00:23:26:06
Speaker 1
They're going to have to say goodbye to friends and loved ones, and that will be difficult. They're going to have to walk and walk and walk and walk. But his mother says, you know, that they're going to see very many interesting things and it's this really powerful and moving explore action that draws the reader into each stage of the journey.
00:23:26:06 - 00:23:52:27
Speaker 1
And the fact that he's this young boy's name is not refugee. It's quite a powerful book. My two blanket by Irena Kobold and Freya Blackwood has won multiple awards and been translated into multiple languages. And that would be something, again, that I would ask you to consider finding books, which are translations or what is happening now with a lot of indigenous picture books.
00:23:52:27 - 00:24:16:01
Speaker 1
Is there often coming with a QR code in the back of the book where the book is being read in the indigenous language, which was originally written in, and there's also a lot of beautiful dual language First Nations books starting to come out which have got, say, the Darrag language on one side of the page and then a translation in English on the other side of the page so these dual language books I think are becoming really important.
00:24:16:11 - 00:24:41:18
Speaker 1
And again, you know, a really important part of our young people feeling seen. I guess in this book. My Two Blankets Cartwheels arrived in the new country. She feels the loss of all that she's ever, ever known. She creates a safe space for herself underneath and all blanket made out of memories and of thoughts of home. And as time goes on, cartwheel begins to wave a new blanket.
00:24:41:18 - 00:25:10:15
Speaker 1
One of friendship and a renewed sense of belonging. It's different from the old blanket, but it's still warm. And eventually it becomes quite familiar again. Utterly gift of all. You know, for all the educators in your life, loosely in the language of Tea is a really new picture book. I've just seen this one. It's about a little five year old girl called five year old girl called Luli, who joins her new English as a second language class.
00:25:10:15 - 00:25:29:08
Speaker 1
And the playroom is really really, really quiet. And there's there's she can't speak English and neither can anyone else in the room. The parents are taken to a room where they're obviously learning English as adults and the children are in another space. So Luli had comes up this brilliant idea to host a Tea Party, which brings them all together.
00:25:30:15 - 00:25:57:22
Speaker 1
She gets out her tea pot and her thermos, and she says, chai in her native Chinese. And one by one, her classmates pop up in recognition of the word in Russian in Hindi and Turkish and Persian, Arabic, Spanish, Portuguese and Swahili. Tea is something that is a universal drink. The word sounds the same in in many languages. It's a word and it's a ceremony, tea, drinking, which which children tend to know well.
00:25:57:32 - 00:26:20:25
Speaker 1
And after this, the playroom isn't so quiet and this was written by an immigrant herself, Andrea Wang. And she makes the point that when you're looking to communicate with people, you're looking for something that's a common bond. So it's this really wonderful book. And the other books on the screen are part of a series by an author called Ashley Barton.
00:26:21:01 - 00:26:51:12
Speaker 1
These are really new books. What do you do to celebrate and how do you say I love you? I just two from this series. They're picture books aimed at a lower primary to middle primary to upper primary audience. And it's got different ways of celebrating, saying, I love you, saying different words like grandma and grandpa in different languages and these ones I've got in multiple copies in my library, and they've been really greatly enjoyed, bought by teachers and students alike, room on our rock and move that mountain.
00:26:51:20 - 00:27:12:18
Speaker 1
Now, these are the sorts of books that I think you could really you know, they certainly very, very beautiful, uplifting books and they're very clever again, you've probably seen these ones, but they can be read from front to back and then from back to front. So you can see the subtitle there. There are two sides to every story in Broome on our rock.
00:27:12:18 - 00:27:33:27
Speaker 1
We've got two seals perched on a rock, and when others need shelter, do they really want to share their rock? It celebrates this truth that there's two sides to every story. So, you know, the SEAL believes is definitely no room on their rock for others. But when the book is read from back to front, then the SEALs welcome each other to share shelter on their rock.
00:27:34:32 - 00:27:55:14
Speaker 1
It's quite confusing to talk about it. I need to show it to you but it's really, really amazing. And the same with move that mountain whales been stranded on a beach. But the tiny puffins are far, far, far too small to help when move that mountain is ready in reverse. However, the puffins realized they are not too little to help together, and they can fix the problem.
00:27:55:21 - 00:28:19:14
Speaker 1
They are really heartwarming and inspiring stories about how, you know, in the case of Move That Mountain, even small voices can make a really big difference. And Room On Our Rock is very much about sharing and compassion and empathy and understanding. They're wonderful picture books by Kate and Joel Temple. These ones you may not have seen yet. I'm not sure that they even out yet.
00:28:19:14 - 00:28:48:29
Speaker 1
They make them come out. They may be out by the time you watch this. And this is a new series called Our Stories and the Series Editor is Randa Abdel-Fattah. Amazing Middle Grade and why I all fan. And these are funny, relatable, engaging early chapter books. So I would be reading these with my grade twos and threes that celebrate Australia's multicultural society with authors and illustrators.
00:28:48:30 - 00:29:15:00
Speaker 1
From diverse backgrounds as well. The very best donut is about a young boy who is just starting to fast for Ramadan and explaining that to his peers in his class and some of the challenges around that for him, but also the pride he feels in being able to celebrate Ramadan and not eat his donut while he is fasting.
00:29:15:00 - 00:29:42:25
Speaker 1
And 29 things you didn't know about me is most beautiful story about a young boy inviting someone over to his house for the first time and sharing things about his culture. And then it invites the reader at the end of the book to share things that maybe their peers don't know about them as well. I can see lots of applications for these months in the classroom illegal by Owen Colfer comes with, I think, an enormous trigger warning, as you can probably tell from the front cover.
00:29:42:25 - 00:30:04:04
Speaker 1
And again, I go back to you know, do we really want to we certainly don't want to spring any books up upon a young reader, but I think we have to think really carefully about how we who we are giving some of these books to in the stage that they are at with their own journey around their own experience of arriving in Australia.
00:30:04:16 - 00:30:39:12
Speaker 1
It's a graphic novel. I it's, it's an amazing book. We have it in our grade five and six and our seven to 12 libraries at the school that I work at, but certainly not in the lower primary library. It's a powerful story. It's a journey from Africa to Europe, very timely, massive trigger warning. 37 Days at sea is one that is based on the true story of a young girl's journey in 1939 I think.
00:30:39:12 - 00:31:00:21
Speaker 1
Yes that says it on the front cover. I was 1939 from Nazi Germany, Germany in search of refuge. Now again more historical stories can sometimes give that bit of distance that is needed. So yeah we can still see that kind of mirror idea of I see my life reflected in this child's story, but I it's not too close to the bones.
00:31:00:21 - 00:31:50:14
Speaker 1
So some of the historical stories around arrival and displacement and the migrant experience and refugee experience can be really powerful ones. Jumping to Heaven by Catherine Good is a beautiful nonfiction book of stories of refugee children that I would highly recommend for an epic primary to secondary audience moving into more the wide field between us and the year the maps changed are just two of so very many beautiful, beautiful young adult books that I highly recommend that you guys all read yourselves either in audio book form or in book form in order just to just get into that space in between us, we've got two teenagers separated by cultural differences, their parents expectations, and 20
00:31:50:14 - 00:32:15:29
Speaker 1
kilometers of barbed wire fence Anita is passionate, curious and determined. She's also an Iranian asylum seeker who is only allowed out of detention to attend school on the weekdays. During school hours. She feels like she is a regular Australian girl, but the reality is quite, quite different. And then the year the math changed by Danielle Banks is one a number of awards and been shortlisted for a number of awards.
00:32:16:08 - 00:32:46:27
Speaker 1
It's set in Victoria in 1999. It's about a young character called Fred Her mother has died when she was six and she was raised by her pop and her adoptive father, Luca. But the is also in this town a group of Kosovo Albanian refugees that have been brought into their town and brought to a government safe haven, a safe haven far from Taranto.
00:32:47:02 - 00:33:38:01
Speaker 1
And their fate, should it becomes intertwined with Fred's and her family's in a way that she could never have anticipated. It's absolutely beautiful in many ways, very timely, but just this beautiful story of community action and kindness and empathy and the stories that connect us all. You know, Fred had been through so much in her own life. And her own grief journey, and she's very much her life again reflected in the lives of these Kosovar Albanians refugees who become important to her a way of wanting something that's just more along the idea of change and exploring feelings Like I said earlier, not every child who has recently arrived in Australia is going to want to
00:33:38:01 - 00:34:02:22
Speaker 1
see their life reflected in that book. Immediately. And these three titles here for a middle grade audience, I'm saying from maybe grade seven to grade nine, you could go from grade six to grade nine depending on maturity level. But these three here are absolutely amazing. And, you know, I can't recommend them highly enough, particularly worse things in the middle there.
00:34:02:23 - 00:34:25:07
Speaker 1
The first novel, first novels can be, again, quite accessible for students who might be struggling with English language. They've got a lot their free verse, not rhyming, but free verse poems which form a narrative structure with a beginning, a middle and an end, but just less words on the page, a lot more white space and, you know, less confronting, perhaps than a thick novel.
00:34:25:21 - 00:34:46:27
Speaker 1
In this one, we've got three characters. And as the story goes on, their troubles and their lives are revealed and they are all sort of interconnected. There's one character called Jolene who hates hockey but is forced into it by her mother. There's Blake, who loves football but has been terribly injured. He's a high level football player and he's been injured and he is left out.
00:34:47:05 - 00:35:09:15
Speaker 1
And then there's Ahmed, who would love to play soccer but his language difficulties are quite an obstacle to that. The text really enables readers to empathize with the characters and to develop ideas and responses to what they might do if they were in those situations. It's an outstanding book. I have to say, I don't love the front cover, but the inside design is wonderful.
00:35:09:15 - 00:35:44:14
Speaker 1
There's a few small illustrations within it, but yeah, it's a fantastic first novel for a middle grade reader. And the book of Chant is the most beautiful more contemporary middle grade novel by Sue Whiting that explores this main character, Chance Discovery, that her whole life has been a lie. And she's really well you know, she's got this beautiful refugee family living beside her, and there's a lot going on in her life, but it's about how she is resilient and she copes with change and she copes with finding out things about her family and dealing with all of that.
00:35:44:31 - 00:36:17:11
Speaker 1
And again, these books here, also middle grade audience the simple gift is, you know, it's a book. You've actually few words, but it's compelling and it's got this theme of change in general, counting by sevens. And these three on this slide have absolutely, you know, no reference whatsoever to being recently arrived in Australia. But I think they're unbelievably beautiful books exploring the idea of change and feelings around change, and they're absolutely beautiful.
00:36:17:12 - 00:36:46:15
Speaker 1
This read aloud these are three. In fact, I've done all of these ones and all of these ones as books with my year six and seven book clubs in the past. And I think on my website I might have teacher's notes around some of them or potentially in my book club I've got teachers somewhere around these ones and book club discussion questions because they've been really beautiful ones counting by sevens.
00:36:46:15 - 00:37:28:32
Speaker 1
I do every year with my book club. It's the most beautiful story about coping with feelings of grief and loss and being an outsider, and it encourages true empathy through really beautiful characters and lovely writing. It's one of my all time favorites for a middle grade audience, as is Catch a Falling Star by Megan McKinley. This one does touch on themes of grief, but in a really beautiful and very self soothing and almost uplifting way I have a podcast, as I said, and if you're looking for books on particular themes around what may be relevant for the young people that you are working with, you can search my podcast and Alison Tait, who is a
00:37:29:05 - 00:37:56:09
Speaker 1
great author, and I co-host this podcast and we we we look at different themes each week. We call them out bingo questions. So we've got books there in episode 34 about starting high school and exploring that change, particularly in contemporary Australian life. We've got an episode 39 books about families and representation of diverse families and family sit ups where things you know, might be might be different.
00:37:56:09 - 00:38:16:20
Speaker 1
Pie in the Sky, for example, by Remy Lai is one of those books about families which I think could be really important it's about a family who have immigrated from China and I think and have set up a bakery here in honor of their father, who was meant to come with them from China. But passed away before before they made that move.
00:38:16:20 - 00:38:37:19
Speaker 1
So it's one that, you know, I think is not only a beautiful book about family and grief and immigration but it's also a hybrid novel. So it's a half graphic novel, half narrative. That's a really beautiful one. And in episode 61, we talk a lot about books about sport which I believe is an entry point for many young people into reading.
00:38:37:30 - 00:38:58:07
Speaker 1
Not being a sports person myself, I struggled with talking about books about sport but I do know that they're incredibly important. And like in that book earlier that I was talking about worse things, sport is very much the theme within that book, and it's been a really important book for a lot of young people. I'm going to chat to you more when we meet up on Zoom soon.
00:38:58:08 - 00:39:19:14
Speaker 1
I'll just move myself. Think about books that you might like to use. You can ask me any questions about books at that time, any question about book clubs that I may have run and how I've run my book clubs, maybe particularly with the international students that I work with and anything at all. I'm looking forward to chatting with you.
00:39:19:25 - 00:39:47:10
Speaker 1
Come with lots of questions, comments, you know, whatever you would like. I love talking books. If you've got specific book questions, feel free to email me through my website before that time and I can prepare something earlier, but other than that, yeah, just enjoy and we will catch up. I've got a few sites that you might like to have a little look at before that time and you will also have access to these slides before we catch up again.
00:39:47:22 - 00:39:48:21
Speaker 1
See you all soon.
Presenters
- Megan Daley, AM. Megan is a sought after public speaker, literary judge, creator of the popular website Children's Books Daily and co-host of the Your Kid’s Next Read podcast.
Resources
- Presentation notes (PDF, 3.8MB)
- Some books from beyond Australia to consider
- Momo blog about books, refugee page
Resources from the Henry Parkes Equity Resource Centre
Below are some resources available to teachers in government schools from the Henry Parkes Equity Resource Centre, the centre that supports the implementation of equity priorities, policies and practices in government schools.
De-mystifying the ‘D’ in EAL/D
29 October 2022
This seminar explores the D in EAL/D: what it means and how to respond to particular Englishes in the classroom.
Presenters
- Tracey Cameron, University of Sydney
Tracey Cameron is a Gamilaraay person who teaches Indigenous studies in the Faculty of Arts and Social Sciences and is the first Gamilaraay woman to teach Gamilaraay at the University of Sydney. - Denise Angelo, Australian National University
Denise Angelo is based at the Australian National University - School of Literature, Languages and Linguistics. She is a primary teacher who has worked across Queensland and delivered PL for educators.
In this first session, Tracey and Denise address ‘dialects’ and their relationship to ‘languages’. They discuss the important place ‘dialects’ have for expressing our identity. They also look at some sources of rich and complex language backgrounds, which include ‘dialects’, such as language contact and shift in language communities and families.
Well.
Hello, everybody.
We're talking today to you about the D in EAL/D and this is the information session.
I'm Denise and this is Tracey Cameron.
And we'd like to first of all, start with our acknowledgments
by paying respects to the First Nations people on whose lands we are all living,
and to acknowledge their elders past and present and emerging leaders.
And a special acknowledgment also goes to Aboriginal and Torres Strait Islander
educators who are watching this presentation.
So like I said, I'm Denise and I'm down here in Canberra.
On Ngunnawal country, and Tracy-
And I'm Tracy Cameron and I'm up on Gadigal country in Sydney
so my country is Kamilaroi country and that's where my family's from,
from around Barrabadeen, Coonabarabran.
Thanks, Tracy.
Okay, so starting with., what are dialects?
Oh, look. And I spotted my first typo.
Mine, of course.
Yeah.
The reason why we’re talking about dialects of course is
English is an additional language or dialect.
That acronym which we have been using in Australia now for yeah, we're coming up
to almost a decade of it and that's where the dialect word comes up.
So technically a dialect, it's about mutually comprehensible varieties.
Often we mean geographic kind of varieties when we use the word dialect,
but it could mean social ones too, although we've got special words.
Linguists always have special words for things.
So socio-elect is what we if we want to be really specific
that we're talking about a social dialect, if you see what I mean.
So, you know, we've obviously heard of things like Australian English,
English's, New Zealand, English is and you can see color coding.
There's some special New Zealand words for you.
American English is they do some interesting things
with their words, their English and British English is as well.
And depending on how much experience we've had
with their media or living there in these countries, we'll know these. But
the interesting thing about these things
is that we can use more of each other's dialects to explain what they mean.
So, you know,
if I don't understand what jandals are, people can say those things on their feet
and I can work out that they're thongs in Australian English like that.
Yeah. So that's the idea of a dialect.
Now, the trouble is though,
it gets a bit more complicated because people have got
all different ideas about what the word dialect means.
So in everyday speech, sometimes I've noticed that
in Australia, possibly in other English speaking countries,
people use the word dialect when they mean the kinds of language that is spoken
and they don't necessarily mean this to put it down, you know,
they just mean spoken kind of languages.
And so, for example, I might hear people talking about Chinese dialects,
even though they're really different languages, but they've got this shared
writing system.
So they're talking about these spoken language kind of things.
But, you know,
I've also heard the word dialect putting down the status of language.
We're talking about this before. Hey, Tracy.
Yes. Where people might say something like,
you know, how many Aboriginal dialects and you sort of
have this feeling that they don't kind of view them
as real, proper, full, separate languages like are hundreds of them.
Yeah, but coming back to the technical, it's also quite tricky
because it's not just about this linguistic idea of if two varieties are,
you know, mutually comprehensible or not,
that means the person who speaks is one understands and understands
because there's like sociolinguistics and political factors involved
and a sort of sociologist, his name is Max, I think you'd say Veinright,
I'm not too certain.
But he he sort of quipped actually sort of being funny.
But there's an element of truth to it that dialects are language, languages,
got it the right way around.
And these are dialects with an army and navy.
So he sort of point to the fact that often we associate languages
with nation states. You know as well.
So the short answer then with all that complexity
is that dialect differences, usually they
they're around, you know, the phonology, the sounds of the language.
So we can hear them and accents and a bit of different vocab.
And we can, as I've pointed out, we can use more of one dialect
on another person who speaks a different dialect
to explain any of the differences, because fundamentally they're very similar.
And interestingly, dialects are what we most closely identify with.
So if I were to ask all of us to, so to speak, like Americans,
even though we might know roughly
how they do it, we'd all giggle and think, that was really funny and embarrassing,
you know, because it's just not us and it's because we aren’t American
enough in to any Americans in the audience yet. Hmm.
Now Australia is often said to be a place which doesn't have many dialects.
But yes, a really fascinating project which I put the link to here
begs to differ.
And so again, Tracey, we were talking about this before
and you and I, we're, you know, sort of
we must be New South Welsh people because we both agreed
that when it comes to what we call a deep fried potatoes snack in,
it ain't a potato cake and it certainly isn't a fritter, you know,
hashbrown.
What's that? Yeah. Okay.
We agree that it's a scallop,
and you don't even need the word potato in front, right? Yes.
So you can see how it works out across Australia.
And you can see that there's a lovely list of all sorts of other things.
And I think it's just awesome when you look at the last
the last question prompt they've got in this study.
Yeah, a lot of people think it's awesome too.
Yeah.
Okay, so why are we talking about dialects?
Of course it's the EAL/D and we're not talking about those varieties, you know,
where, you know, when it comes to the dialects
such as American English’s, New Zealand, British English is because yeah,
they're not the kinds of dialects that as EAL/D specialists
we need to be talking about.
So we're really doing with that D we're just trying to say that
we have some students who've got rich and complex language backgrounds
and they've got and it's something to do with English
based language varieties and some of these English based varieties.
You know, when I say varieties and I'm sort of indicating that they might differ
from standard Australian English, now some of them are so different or distant.
Think the D words here
that speakers
of Standard Australian English don't reliably understand them
and they don't reliably understand standard Australian English speakers.
Okay.
And so that would mean if we're delivering our curriculum
in English, standard Australian English, that that language would be a barrier.
And so then of course we'd want to be thinking about various
EAL/D approaches, but of course, as I mentioned
with American and New Zealand, British English’s is where, you know,
there might be distinctive D again, but they're not a barrier.
So just because someone says something a bit differently
as in pronunciation, we certainly don't go around correcting them
and it's not necessarily a hindrance.
So for example, I think pretty much the whole of Ireland, you know, sort of says
the word three, like I say, the word tree, and it
we don't assert there's a whole speech pathology problem with Ireland, right?
Yeah.
We just know that they've got
a pretty good accent on them and of course there's some glitch in understanding.
We just use our dialects on each other to explain it.
Okay, so that's why we don't just leap in just because it's a little bit
of difference.
And obviously, if you've got a a different dialect,
maybe what the teacher has or what is generally around you,
you do get the sense of identity and maybe joy and recognition and inclusion
if it's a positive environment, if your variety is recognized or,
you know, sort of sort of acknowledged in some way.
So one group of people with a complex background
when it comes to these English’s are Aboriginal Torres
Strait Islander people, but they're not the only people.
But we do want to point
out to you and that's why Tracy's here as well,
to talk to you, because, you know, we've got such a appalling history
really of how we have treated Aboriginal and Torres Strait Islander
peoples languages and in terms of Aboriginal English as well,
you know, been historically excluded and minoritized in education.
And so in particular in this day and age we really want to sort of learn from
those past harmful, you know, practices and certainly not repeat them.
And we're trying to address
that by including Aboriginal Torres Strait Islander people
as a particular focus in this presentation.
So the D, okay, different
distance versus, you know, sort of distinctive but not so.
So that requires discernment on the part of specialists.
And so just upfront, we'd like to say that that means seeking views of Aboriginal
and Torres Strait Islander staff about their views of Aboriginal images.
For example, in the classroom it's about specialist learning and becoming
aware from Aboriginal and Torres Strait Islander people that they might work with
and children who they hear and certainly there are because EAL/D
specialist sort of language specialists in a way,
there are language based observations that you can make
that you might want to share those most respectfully with other Aboriginal,
with Aboriginal and Torres Strait Islander educators to sort of find out their views came.
So over to you, Tracey.
Thanks, Denise. Yes, that's so true.
Thanks for that.
Yes. What are Aboriginal Englishes?
as we've got here is sometimes called Indigenized English
which is including Aboriginal people and Torres Strait Islander peoples too,
because there may be some of your students that may be from
the Torres Strait Island,
their very
expressive, the Aboriginal English is really expressive
and they are rule governed as any other varieties of English.
So they do follow certain rules.
And we can see that you know, to be able to express yourself in your own language
and your own variety of language is really important
because it expresses identity.
So people, you know, can support their identity
through the language that they use and the dialect one that they've most
comfortable, familiar and warm
dialect is the one that they can they feel comfortable using,
often used in family, in community, or, you know, between
people of the same kind of group that have a way of speaking
that is familiar to them and, you know, includes them.
It's relating to other Aboriginal people.
And when you are talking to other Aboriginal people
there's an instant connection and and of course people slip into that comfy
kind of familiar way of talking to each other
inside is, you know, there's all sorts of extra information
you can get when you are speaking that language and from that language.
So you know where you come from.
Denise was saying that some people that she knows actually can identify,
quite pinpoint where people are from by listening to the way they are speaking.
So that's not any accent.
That's the particular Aboriginal English they're using and the words they're using
and that kind of thing.
Because often in Aboriginal languages they have,
you know, words from a particular area.
So they might have those
Kamilaroi words or Wiradjuri words just slipped in there.
I know jilawa was one that lots of people use and that’s a Wiradjuri word for
you know, going to the toilet
that kind of, you know, those other words
that slip in, that kind of identify a lot about where you were from
particular accents and vocab.
There's a huge range and there are different varieties of Aboriginal English.
So there are heavier varieties which are less,
I suppose more distant from English and the lighter varieties.
Often in New South Wales there's a lot of lighter varieties
which are closer to English, but there are both in New South Wales
and in other states there there's a huge range and you kinda can't
I suppose identify one particular, kind of English.
It's there's a huge range of them so
that it's important to have kind of a language awareness
and you know, of those different varieties of Aboriginal English.
And there might just be kind of
depending on
which kind of variety kids are using,
you know, just in language awareness, your awareness
of what they're using and you know that they are using a different language.
But like the Irish
example Denise gave, you know, there's no kind of real need to jumping in
and jump on those kids and your all change this, change that.
It's just having an awareness that that's what language they're using.
And, you know, perhaps students with a heavier kind of variety,
that EAL/D approaches might be useful.
So you just have to kind of see what's happening there.
Aboriginal people in New South Wales for many different backgrounds.
So we can't kind of assume where people are from.
People come from many different states to live in New South Wales and vice versa.
But there's often people from a range of areas as well.
So there's a range of attitudes and acceptance also with Aboriginal English
I suppose there's
kind of historic practices and policies that have,
I suppose, you know, had a big impact on Aboriginal people
in the past that has
an effect on how Aboriginal people see Aboriginal English
so often is a great pride and you know, it's kind of an identifier
and a way of kind of identifying with other Aboriginal people in your group.
But sometimes of course,
and so there's great prestige and pride in it, but sometimes it's some
you know, there's been a lot of criticism
of, of people in the past for using Aboriginal English.
And so, you know, they may not be have such positive
associations, there may be some negative associations to
so but recently
there has been a big attitude shift I think in in a lot of different ways,
but certainly in the use of Aboriginal English and it's got a lot to do with them
as we got here, the dramas and comedies and the way it's,
you know, people are being represented in that really positive way
and so is the Aboriginal language
that they use, the different languages and different types of language they use.
I think, you know, Black Comedy is a really great one and has a big range of
Aboriginal Englishes is in that particular show.
But Redfern Now Clever Man, there's been a whole range of
dramas and
and shows where people appear and characters
actually are allowed to speak
in that Aboriginal language, which has been fantastic I think,
and many Aboriginal people do codeswitch so it's very seamless.
So kids do this as well
and they switch between their brand of Aboriginal English and standard
Australian English, you know, depending on who
they're speaking to or what the situation is.
So that's really an important thing to know as well.
And I suppose it's great information from Aboriginal people in New South Wales,
especially in those kind of comedies and those kind of things.
And in general, but also at the NESA website here,
which has really, really great information.
I know that Denise and I with discussing the fact
that some of the videos aren't working, but there are transcripts
of those those videos, statements that people have made.
And there's a huge range of people in schools,
community people, people involved in language
revitalization as well, and people who use Aboriginal language.
And so to go to that website,
it's really has a wealth of information about Aboriginal English.
and thanks Tracey.
Okay, so get back to me then and I'm going to be talking to you
a little bit about Creoled and Pidgins,
because this was one of the jobs that we got given to talk about.
So yeah, so I think that they cropped up because they are associated a little bit
with the idea of languages
that have got sort of slightly complex kind of backgrounds.
And so I'd call both of these,
these types of language, contact languages because they're new languages
that are drawing on a fusion of language influences,
you know, sort of prior existing languages.
But the new ones they created from this, you know, fusion and they result because
there's been contact between peoples who speak different languages.
And there's something about the situation that requires a new way of communicating.
So typically and most unfortunately, in the last, you know, sort of centuries,
this has been rather typical of a lot of colonization situations.
So when
we talk about a pidgin, so technically it's a type of contact
language that people don't yet speak as a first language.
It's not used by a whole speech community
as its main language in its first language.
And historically, it's usually it can be associated
with an early stage before you get to Creole languages,
which are more developed and spoken by people as first languages.
Okay.
So they're often a historical version of a Creole, and they could
also be at a very early stage of development or they could be expanded.
So it covers quite a range of varieties.
Yeah.
Between you sort of you know quite early and maybe quite limited
to, you know, rather full and you know, used for a whole range of purposes.
Now there's also
some everyday uses of the word which is a bit cheeky.
We've got a lot of these kind of terms, haven't we?
So nothing's entirely straightforward.
So in a few places, pidgin, for example, is
what people call the Creole of New Guinea.
Tok Pisin which originally is obviously got words
like talk and pidgin in it, but it's a Creole language now.
It's spoken by heaps of people in New Guinea.
In Papua New Guinea as a first language.
So we’ll technically call it a Creole, as we'll see,
but a lot of people just call it as a shorthand pidgin.
And also in some remote parts of Australia people talk about
their contact languages of pidgin, but really if you talk to them
you don't know if it is or it isn't in the sense of technically
if it's their first language, what they grew up
speaking, you know, from a baby or whether or not it's something that they picked
up, maybe doing certain kinds of work in certain industries.
Okay, so it's a technical thing and then there's how people are using it.
So one has to be a bit careful with this.
And then there's Creole, which is another kind of contact language.
and technically,
it's the kind of the type of contact language
that’s spoken.
Sure.
Out of a contact name or situation.
Sure with these multiple influences in the background in its history.
But it's about what's spoken as a first language by an entire speech community.
So now it's got first language speakers.
Historically, it comes after pidgins, and it's often a sign that there's been
something more stable about the language situation for speech community.
So that, you know, this kind of
contact language has become the language of the whole speech community
and it's a full language, whereas pidgins could be at any stage
in, in development, you know, for the speech community, for people
who are using it, Creoles are full languages, they can say anything.
So you could get
your whole Bible translations or whatever, you know, speaking of Bible translation.
But then you got
and but just because they're
full languages, like technically speaking, they can do anything
like many languages in the world and they might still be
excluded or minoritized from certain aspects of lives.
Of course
they haven't, you know, speakers haven't been using it for those things
because they can't use it for those things.
But that's got nothing to do with the abilities of the actual language
in everyday ways.
Sometimes a bit like the word pidgin, it could be about a particular contact
language or even
yeah.
So if you hear the word creole used in Australia,
you probably think it could
either be the one in northern Australia, but then there's an entirely different
one in Cape York. So it's a bit tricky.
So it could be a specific one
and a lot of people know the word because of overseas.
Sometimes to do is sort of the southern United States
and that's sort of like Creole cookery or Creole people.
So and there it's associated with people of a sort of mixed background,
you know, because of slavery or plantation work, that kind of thing.
Okay.
So hearing the words pidgin and Creole, you don't really know what it means
to you know what it means.
But there's the technical and some of the other kind of meanings behind it.
And so we wanted to give you
a bit of an example because it's a bit abstract isn't it? Interesting Tracey.
Yeah, so yeah.
Did you want to start with that Aboriginal English?
That's right.
There's an Aboriginal English variety
and you can see this is one spoken in New South Wales
Queensland border area between Boggabilla, Toomelah and Goondiwindi,
and that's kind of near my area as well of Kamilaroi really.
And it's saying here
you can see that really there's some words you can understand
and some words that look completely different
and but when you say it sometimes it's more understandable.
So “Mum said, can she cadge some orf ya til drekli?”
And then yeah.
“Go round home ome en git it.”
And “where all da gayngil?”, and “Fishin with Unk.”
So some of those words you might be able to understand
and some of the words I can understand too.
But really there are some that you know drekli,
I suppose we can see that's directly and that's kind of a word that's used
not so often in standard Australian English, maybe
in old rural people from rural areas.
In the past that used to be a common
kind of a word, but, you know, not really anymore.
And gayngil, I mean, I was talking to Dennis and saying,
Oh, well, you know, it sounds like a word from Kamilaroi for children
or but it could be children, could be girl, could be boys, you know.
And the only reason I kind of am looking at that is because it says fishing
with Unk, you know, so looking at things, I can kind of piece things together,
but I really don't understand fully what's being said here.
And that's kind of, you know, typical of, I suppose Aboriginal English variety.
It's not it's not really heavy,
it's not really light, it's somewhere in the middle that I still would
need help with understanding exactly what's being said there.
Mm hmm. Yes.
And if we turn it around and think about the situation
for the children in the classroom,
then you can see there's things that they'll be missing out on.
Yeah.
If if we don't have, I think, my antenna up, you know, so I'm sort of, you know,
checking that.
Yeah, the learners are with me in that way.
Yeah.
So it's complicated. Yeah, yeah, yeah.
But it's good isn't it?
Like, I mean, you come from places
not too far away and there's still words that might trip you up or, you know, did
we just spell it wrong and we can't tell because, you know, it's not our variety.
Yeah.
So in contrast to we just wanted to show you an example of one kind of Creole.
So it's spelt Kriol and it's that's the name it's come to be known by,
which came directly from the fact that it is a Creole.
But that's what the speakers chose to call at a certain point in time.
So it's a Creole kind of content language spoken up in the Kimberley,
top end of the Northern Territory and into western Queensland a bit.
And here you can see the picture
down below is Maureen Thomson.
She's the author of this lovely children's book called Yakai Beibigel.
Creoles got a standardized spelling system.
So when yeah.
When you were looking at that, which is a bit hard to read actually
the Aboriginal English, you can see that some of the Aboriginal English words,
they twisted the spellings around to try and do the pronunciation, while Kriol’s got
its own spelling system
and yeah, so I'll read it.
I'm a learner though, everybody, and if you want to hear it
read beautifully by the person who wrote it, then I've put the URL there
and if you go to 2 minutes 32, you can listen to Maureen doing it.
So yeah, *reading in Kriol*
*reading in Kriol*
It’s my best learner variety, I'm sure.
Yeah. As I said, Maureen, I do it much better than me.
But there you can sort of see that again because of our history of colonization,
it's an English Lex-ified Creole.
It means words mostly from English have been used in
that some of the spelling you can even see like dog you can pick up.
And you know, when I read it out, you might pick up a few more.
But the thing is, it's put together entirely differently from English.
So whereas Aboriginal English
is a certain distance from English and we said, you can kind of find that,
not me, a bit like that, it overlaps.
This one's kind of just overlapping a bit.
It's not a great deal and you'd need to know a lot to be able to understand it.
And it'd be a really big barrier, you know, to children if they only knew
Creole coming to an English speaking classroom anyhow.
Okay. So yeah,
before we finish up, we did want to sort of
make it clear to you, I suppose, that even though we emphasizing
Aboriginal and Torres Strait Islander kind of context a little bit for you
and we explained why because that's often sort of been left out of that
EAL/D field and thinking, but even the acronym is to pull it back in.
We did want to sort of make sure that we brought it back again to everybody
to be inclusive because that would be our sort of aim.
And so Australia's got this multilingual population
including, you know,
Aboriginal and Torres Strait islander people and you know, people whose heritage’s aren’t
from overseas.
And this is just a huge, you know, language treasure trove.
Right.
But Australia's also a bit infamous for this monolingual mindset
and it's got a really big dominance of English in institutions and services.
And this means that by and large we're not really looking out
for everybody's languages and that's quite a tricky thing.
And that does mean that there's a lot of language, contact and shift going on in
families and in communities, you know, of different backgrounds.
There's a whole heap of words here
and we might sort of you might want to ask us questions about that.
Hopefully we can answer that. Yes.
So in families, you know, sort of it's quite tricky in multilingual families,
you know, over generations
to sort of maintain, you know, that same degree of multilingualism.
And the first and second language is the balances between these, you know,
can change, you know, as in intergenerational kind of transmission.
And so we when, you know, this transmission can be disrupted
and many families
of all different backgrounds have experiences in many communities too.
I've noticed and we were talking about this, Tracey, that for Aboriginal and Torres
Strait Islander people
frequently talk about traditional languages
when we want to talk about those languages in our background or that we speak
right now, but they're the original ones of country
but for, you know, other groups of people.
Often the word heritage language is used, you know, the ones that people look back
to an affiliated with but might not speak all the time now.
So that's a little bit of a difference. But
and, you know, sort of
different families and speech
communities can have new ways of talking to just what we were talking about
with Aboriginal English, for example, is ways of, you know, inside of families
and inside of speech communities that, you know, keep this going.
And yeah, we didn't want to.
Yeah, sort of. Yes. Make it too confusing.
You just wanted to alert, you know, that everybody
there's not only about Aboriginal Torres Strait Islander people that D in EAL/D.
so in short, what does all this mean?
And we wanted you to know that well, from our point of view, some EAL/D learners
really much easier to identify and assess, you know, if that means you can ask them
really direct questions about their language backgrounds.
We've all got the awareness, you know, that come named in everything like that
and the English language learning experience.
Is it easy to ask them about too,
because they've learned English as a target language
somewhere in their families or in other countries, for example.
But there's a whole heap of learners,
EAL/D Learners, think the D,
and their English language learning needs are much less obvious.
And so they're relying on educators, including you guys
specialist awareness and knowledge to understand,
you know, some of the complexities
of their background and some of the potential barriers
to accessing yet an English delivered curriculum.
Thank you.
Thank you.
In this session practical advice is given about working with speakers of ‘dialects’, ranging from building recognition and community connections to growing language awareness.
Well. Hello, everybody.
This is us talking to you again about the D in EALD.
And this time we are talking about practical ideas.
So I'm Dennis and this is Tracey.
Tracey
and we'd like to acknowledge first of all,
by paying our respect to First Nations on whose lands we are all living.
And we'd like to acknowledge their elders past and present,
and also to acknowledge their emerging leaders.
And the special acknowledgment goes from us to Aboriginal Torres
Strait Islander educators who are watching this presentation.
I'm here on Ngunnawal land, in Canberra.
And I'm on Gadigal land here in Sydney.
All right then. So
because of Tracey's and my particular backgrounds,
when we're talking about EALD and the additional dialect approaches,
we will have more of a focus on Aboriginal Englishes
and Aboriginal and Torres Strait Islander content languages,
because that's our experience.
But of course we don't aim to rule anybody else out.
So when we think about additional dialect approaches with what
we're saying is that the emphasis is on keeping a learner's own dialect.
You can think of that as the D one,
and we do that through language awareness and recognizing and valuing
the idea, though, is that we
are also helping those learners to add an additional dialect
and in our particular learning milieu that some standard Australian English
and that's like the D too.
these kind of approaches sometimes are called bi-dialectal.
I've also seen words like two way
and we were talking about that.
But we're also talking hey Tracey that we've seen that applied
to all different contexts which don't involve additional dialect approaches.
Like for example, we've heard it for north east Arnhem
Land with Yolnu people and their educational approaches.
So just be aware two way doesn't necessarily mean additional dialect,
but we've heard it.
And the other thing, Tracey, we were talking about this new acronym,
EALD, and you're going to take us on a bit of a trip down memory road, won't you?
So I was just saying to Denise that back in the past,
when I first started teaching, of course, we had the NESB
acronym, I suppose, and, you know, having something like non-English
speaking background certainly wasn't inclusive of everyone.
And it kind of put the negative spin on, you know, people
who speak a different language, who are, you know, not English speakers.
And then, of course, you had to replace that language with English.
And I guess that that kind of thing is, you know, it's great that that's changed.
And we're not speaking about
additional languages
or, you know, dialects with that negative kind of connotation
and it was amazing how many people were actually excluded
from that learning about language in English
just because they didn't fit into the category,
whether that's some Aboriginal students I remember they had perhaps
some needs in learning about language and about English
and weren't allowed to be part of the ESL, the English as a second language
kind of lessons and also other students for perhaps some was second generation
students who were talking and speaking in a different dialect
or weren't the fully versed in standard Australian English.
But they weren't allowed to be part of that
that class where they could do some learning
and even just the idea that they had separate classes
that they went to at times, you know, was very
yeah.
Not very inclusive at all.
So yes, it wasn't so much part of the mainstream classroom
sort of orientation to learning and that was it.
Yeah.
And one thing we found, and that's why you'll have noticed this picture,
everybody can't miss it, is that thinking about the situation
for Aboriginal English speakers and say Torres Strait
Creole speakers,
in work that I was doing, not here in New South Wales
but further north in Queensland.
We developed this idea of three way strong
and we found it very useful in terms of putting pictures in teachers heads
but also in students heads, because what we were saying is that
the idea is that they're keeping their own dialect or contact language.
So you can sort of see the family language friendly way of talking,
but they're
also adding an additional dialect of standard Australian English
or if they speak equivalent additional language, but you get the idea.
And then in addition, because if they are Aboriginal English
speakers or Creole speakers of, you know, one of the different kinds of Creoles,
then that means that they've their communities experienced a language shift.
And so the community
is interesting in reviving or revitalizing traditional languages.
And so they often, you know, we have language learning programs
or initiatives in the community about traditional languages.
And Tracey, you actually work in one of those programs, don't you?
Yes, well, I teach Kamilaroi language here at Sydney University
and I suppose we teach that as a second language
because we're our language has been damaged
so much that there and now there are no first language speakers.
But we, many of us are learning
Kamilaroi language as
a second language, and there are lots of people doing that.
It's also happening in schools in some areas of the country,
but that's something that people are really keen to do
and really want to have that additional language as well as,
you know, English that they've probably learned as a first language.
But yet people are very strong on that and they're really interested in doing it.
And so a kids, you know, the kids in those families are also being part of it.
Yeah. And yeah.
And we were talking before about how sometimes
in the sort of Aboriginal English is that people have that they've got
some traditional language, words get kind of preserved.
You said you've even had people in your classes
who'd noticed that when they were learning?
Kamilaroi Yeah, that's right.
And some I know there's a great example that we have in some country towns
in Kamilaroi country people were still saying things like,
you know, he swims fish here, so year is like in junior high.
And so to have fish and then still that word in language
attached to that to make that meaning, you know, full I suppose.
But it's using English and Kamilaroi language to express it.
Yeah, yeah,
yeah, yeah.
So I mean, yeah, these yeah.
Dialects are very valuable in all sorts of ways.
But we were talking before about identity, but even as a sort of little treasure
trove.
Of language.
Oh, and there are lots of community connections too.
So it's really important, I guess, to kind of
do things with us and nothing without us.
So instead of kind of I suppose as in the past often things people were
well-meaning and tried to help out and do things
for people or even to
Aboriginal students.
So really and communities.
So really we want to be with us and not without us.
So including Aboriginal people in what you’re doing and consulting those
staff and community members about the language
and the Aboriginal English is really important and I guess this is a poster that
I think Denise is going to talk about, but I love the one over here where it's
I'm at home
away at I'm at home.
When you going to go to town?
Get me a loaf of bread.
Yeah. Go on then.
So, you know, again, you can understand some of the things there
and what the meaning is really.
But there might be some things that you don't understand as well.
But I love this post.
So Denise, tell us about that.
It was part of a number of poster projects,
some that we did when I was working as an EALD teacher in Queensland
for Aboriginal and Torres Strait Islander communities.
And one of the things we found is that we hadn't had
much recognition of the way that people spoke,
you know, with each other, ones that had been caused by
sort of language contact and shift, you know, historically and
so in
order to kind of progress that sort of EALD conversation,
you know, sort of where to, you know,
next, in other words, to respond to it, we sort of needed to have these first,
you know, conversations about, you know, about recognition.
And so rather than telling people about, you know,
I didn't know that their children might be EALD or something like that.
What we did was we worked with everybody to sort of make a
a language resource about how we speak around here.
But it was in all different communities.
So this one was in
New South Wales and Queensland border area and I personally didn't work on it,
but it was in Toomelah, Boggabilla and Goondiwindi actually.
So across the border areas and
and what's so nice about it is when we were talking is that about it
Tracey, is that everybody in the community sort of got really familiar with it,
built up their confidence in talking about it
so that they could be the experts with incoming teachers and things like that.
And also we covered so much ground as we sort of spoke
about the reasons to things or where things came from or a bit
like how you just mentioned the gear suffix.
You know, we found all sorts of things that, you know, everyone was kind of
really keen to be able to talk about and they had lots of practice doing it.
Everyone agreed on it.
So it was familiar.
So there were positions the experts
used, you know, and I think we already mean.
Helps with them, you know, even just talking to the teachers, that would help,
you know, build up confidence in what you're talking about
and be confident enough to approach the teachers there.
And that's teachers would benefit greatly, especially new teachers.
And that’s one thing, we’ll talk to people like it
to people who are listening to us now because
because of history,
we can't be certain that all community members have had that experience.
And so, you know, lots of conversations need to go slowly
and carefully with people, you know, to recognize what the situation is.
And in that first
recording we did, we mentioned the NESA material
without the videos, unfortunately not playing.
But there's also another URL that we put here that people might be able
to look at videos of people from New South Wales talking about their situation.
You know, so in terms of language awareness,
the reason why this is kind of important is that just as we've been talking
about in a number of points, I made the point a number of times that
yeah, many Aboriginal and Torres Strait Islander people whose
language situations have changed dramatically, you know,
through, you know, sort of invasion and colonization
got recently complex language backgrounds that may or
may or may not have been involved in education.
And usually it's the may not have been.
So often we don't have these ready made kind of
platforms that we share.
You know, we've got, you know, shared knowledge.
So we actually have to establish it.
So we sort of put together what would language awareness be.
So we don't want to scare anyone about this or anything,
but that's the purpose of it.
So if you look down the bottom, you'll sort of see that
the ideas that we to start off with, what we're trying to do
is notice the different kinds of tools used by familiar people.
So that's like people known to students.
And if I'm the teacher to me as well in everyday contexts.
So we just, you know, tuning in, you might think of it like that.
And then as we move out with sort of you'd be thinking
we're adding on to what we know we'd be thinking about.
Okay, can we recognize some obvious markers of difference, you know,
say in language is used in the classroom, you know, who's got what.
Yeah.
And we'd need to negotiate some names for some of these because very often
they don't have a name.
So for example, since we're just looking at that
ad, that poster from head to toe, we might sort of end up calling something
like similar talk, you know, just a little description,
but it just means it's a shortcut.
And it's a way then that we can,
you know, acknowledge what the students have recognized it
and we can compare it with other things and not exclude it from a conversation.
So we're not just taking hearing
what they've got and changing into English straightaway.
We can talk about. Yeah, that's probably Toomelah talk, I reckon.
Yeah. Yeah.
So, you know, then you just sort of move on.
But remember this is about the students building language awareness
and teachers or other people, you know, building it up.
It's not like a teacher telling the kids
what to think because most of us teachers don't share exactly the kids background.
I mean, some of us do.
Yeah. So anyhow
and so, you know, it sort of moves on about identifying,
you know, when we might use certain kinds of choices.
How can we tell what's like home language versus,
you know, standard Australian English book language kind of thing?
We might do a bit more investigating, you know, because, you know, you know
what's spoken out in the wider community.
Kamilaroi being very
similar in Boggabilla, you
know, sort of having big Kamilaroi, you know, sort of heritage.
Yeah.
And being able to sort of do a little bit more comparison.
When you mentioned gira, for example, that little suffix, you know, being able
to compare some of these things, you know, sort of across
and being able to talk about it
all the way up to sort of,
you know, thinking about the history of the language used in the community
back when we shifted.
And you know why we learners of Kamilaroi, for example, now
trying to work out some of the reasons for that, you know,
what happened in, you know, sort of, you know, that
big parcel industry moving up and then people being moved off country.
Yeah, some of the ways that we do things in language.
You mentioned, I think in our first talk
about having different ways of doing politeness, you know, and respect.
Yeah, it's, it's talking that, you know, using,
referring to people as aunty your uncle and yeah, those kind of things are
I suppose important ways of
using language in different ways that are becoming more recognized I think,
but certainly an Aboriginal English way of doing things.
Yeah. And so it's those kinds of things.
So just so you've seen it and we do have and I've got a reference right at the end,
you know, we've
given some examples of all these
different kinds of activities, just in case you're interested.
But the reason for it is that in so many instances
we can't be certain that everybody in the room
has actually had much opportunity to talk about their ways of talking or anything.
So we often have to do that, work with them.
Nothing, nothing without us. With us, yeah.
Yeah. And so and that brings us to end.
So we thought not a bad way to sort of- Oh hold on, I jumped over something
and there you go.
It's out of order.
I know it.
We’re meant to be quick. We had two little mantras
for you one is collect don't correct and the other one is the three R's.
So with the collect, don't correct.
The idea here is that we want you to be
collecting language differences, but not correcting them.
And the reason is, is that, you know, we want you to have some conversations
starters with staff, especially anyone who's got the same background
as the students who are producing, you know, you know,
dialects other than English.
And also the really good conversation starters with students in our experience.
And so then what we’d sort of say to you guys as EALD specalists
is that you're considering, as well as these sort of like obvious differences.
Any other observations you've got, you know, that, for example,
that the children are very quiet after they hear,
you know, a big batch of standard Australian English
or maybe there's some obvious misunderstandings because that tells you
a little bit about how distant things are and whether or not, you know,
we need some kind of, you know, sort of work.
We'd say show interest and curiosity, certainly not judgment.
And that's the trouble with correction, right? Yeah.
And it isn't teaching, is it?
It's not correction.
It's just so with, say, developing language awareness.
The great thing about that is it helps you give EALD hints because if you can
sort of say instantly well that’s a bit Toomelah way, I think,
yeah and in this, you know, sort of read or whatever that's this,
you know, sort of book English way and you know, in this way
you get this little ‘is’ word and you might not do that
when you're talking, but you can sort of like include the first dialect.
It's not just excluding it.
And so, you know,
if the students have some dialect barriers in the classroom,
then you can do this comparing and contrasting where you actually
including the first dialect, not just silenced or excluded.
And then you can do some coaching which is adding the second dialect.
So that's the aim; keeping first dialect and adding in the second one.
Now I
don't know which direction to go in, so I've got this out of order.
So and then we had our 3 R’s
and we sort of thought that was an, a bad little mantra either.
So the idea is, you know,
being able to recognize what the students bring with them, obviously to respect it
and then to respond in ways that you think are appropriate.
And there you go.
Thank you.
Read Denise and her colleague Catherine Hudson's article: “From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect” (PDF, 496KB).
Presenters
- Adrian Robinson, EAL/D Advisor, Aboriginal Outcomes and Partnerships/Connected Communities
- Rowan Savage Principal Policy Officer, Learning (School) Strategy, Aboriginal Outcomes and Partnerships Directorate
Adrian and Rowan present information about NSW Aboriginal Education 2022, and provide a context about Aboriginal dialects in NSW. They also present information about further professional learning that can be undertaken by NSW teachers.
Download the presentation slides (PDF, 1MB)
Resources from the Henry Parkes Equity Resource Centre
- Aboriginal Languages (PDF, 803KB)
- Aboriginal English (PDF, 410KB)
- Aboriginal Education (PDF, 493KB)
Seminars from 2021
EAL/D Showcase
October 23 2021
Keynote and discussion
- Strengthening young peoples’ full linguistic repertoires in mainstream classrooms. – Dr Jacqueline D’warte, Western Sydney University
Presentations
- Exploring a translanguaging package for schools – Michael Cleary, EAL/D Education Leader, Metropolitan South and West Operational Directorate
- Developing classroom teacher capacity and confidence to use EAL/D pedagogy with a mainstream class – Caitlin Park , EAL/D Education Leader, Regional South Operational Directorate and Katie Polyblank, Classroom teacher, Coniston Public School
- Co-teaching to support EAL/D students – Michelle Fitzgerald, EAL/D Support
- High Challenge High Support vocabulary development in High School Science classes – Karen Brown, EAL/D Education Leader, Metropolitan South and Ayah Shahid, Merrylands High School
Panel discussion and discussion – How can languages work together in the school setting?
- Ken Cruikshank, SICLE
- Helen Adam, PETAA
- Michael Michell, ATESOL
- Dr Jacqueline D’warte, Western Sydney University
Amplifying the needs of EAL/D Students in times of curriculum change
AUGUST 21 2021
In this seminar we explored key principles in relation to EAL/D pedagogy and how these relate to current curriculum and syllabus change/review in both New South Wales and Australia.
Presenters
Dr Kathy Rushton
Kathy is interested in supporting students from culturally and linguistically diverse communities to develop agency in the use of translanguaging. As an experienced primary and secondary EAL/D teacher, she is also interested in the impact of teacher professional learning on the development of language and literacy, especially for students from socio-economically disadvantaged communities.
Joanne Rossbridge
Joanne works as a consultant in primary and secondary schools, especially with EAL/D students. She has worked as a classroom and EAL/D teacher and literacy consultant. Joanne is particularly interested in student and teacher talk and how talk about language can assist the development of language and literacy skills.
Practitioner presentations
Jenny Newell, Killara High
Kerrie Quee, EAL/D Education Leader
EAL/D Effective School Practices – research and resources
May 29 2021
With almost one in four students learning English as an additional language or dialect in NSW Government schools, objective, evidence-based research into what works for these learners can make a significant contribution to effective EAL/D education. The EAL/D Effective School Practices research was conducted jointly by CESE and the Multicultural Education team. The research identifies and documents effective practices in six schools identified with high EAL/D student learning progress. The research identified the teaching, leadership and school organisational practices that were characteristic of schools which produced sustainable improvements in EAL/D student learning.
A school practice guide has been designed to support schools to implement the findings from the EAL/D effective school practices research. This resource provides practical strategies and reflection questions to help teachers and school leaders develop a school and classroom environment where EAL/D learners are supported to achieve to their full potential.
In this session Margaret Turnbull & Gill Pennington outline the EAL/D Effective School Practices research process and results. Jodie Braiding shares and unpacks the EAL/D Effective School Practices resource and guide for schools.
Presenters
Margaret Turnbull
Margaret works as a Principal Policy Analyst in the NSW Department of Education, Centre for Educational Statistics and Evaluation. In this role she has initiated literacy and EAL/D research and has worked on the development of the ACARA National Literacy Learning Progressions. For the majority of her career she has worked in EAL/D education. As an Instructional Leader at a culturally and linguistically diverse school in South Western Sydney she led teacher learning in EAL/D pedagogy and assessment practices. As the coordinator of the EAL/D program in NSW Department of Education, she led assessment, curriculum and research projects and policy development for EAL learners.
Gill Pennington
Gill has worked as a primary school EAL/D teacher and consultant within the ACT and more recently as an EAL/D consultant in south-western Sydney. She has taught at the University of Sydney, where she completed her PhD in 2018, researching Storytelling in a Multilingual Community. Her current research interests include the use of home languages in the classroom, and multilingual ecologies which support English language learning. With a colleague, Gill devised and delivers workshops for teachers on the use of Multilingual Storyboxes in the primary classroom, where educators are encouraged to set up opportunities for playful responses to multilingual stories. She is currently working as a freelance EAL/D consultant and research assistant, most recently within the NSW Department of Education, where she worked on a research project into effective practices for EAL/D learning. She is a Council member and past president of ATESOL NSW.
Jodie Braiding
Jodie is the EAL/D Education Advisor for rural and regional schools in the NSW Department of Education. Her long history of supporting teachers in rural and regional schools and her role in the development of policy and professional learning in EAL/D education for NSW schools, has enabled her to develop the EAL/D Effective School Practices – school resource. Jodie believes that every teacher can make a difference in supporting the learning needs of their EAL/D students given the skills and understandings needed to do so.
Classrooms of Possibility – research and resources
March 20 2021
The Classrooms of Possibility resource (PDF, 5.5MB) has been developed by academics from UTS in collaboration with the NSW Department of Education. The site provides professional learning resources based on the research ‘Classrooms of Possibility: Working with students from refugee backgrounds in mainstream classes’ which was conducted by Dr Jenny Hammond, Dr Stephen Black, Maya Cranitch (AM) in conjunction with the Multicultural education team and teachers from four government schools.
Classrooms of Possibility resource
The Classrooms of Possibility resource (PDF, 5.5MB) has been developed by academics from UTS in collaboration with the NSW Department of Education. The site provides professional learning resources based on the research.
These resources can support primary and high school teachers who are working in mainstream classes with recently arrived EAL/D students, including those from refugee backgrounds. A series of videos demonstrate different elements of EAL/D pedagogy in the classroom with accompanying discussion questions, suggestions for professional learning activities and further professional readings.
Using the Classrooms of Possibility resource in schools
In this recorded session Rachel Hennessy, Caitlin Park, Anette Bremer & Kerry Cheeseman discuss the ways they have used the resource with schools
For more information contact Dr Marie Quinn, TESOL & Applied Linguistics (UTS) marie.quinn@uts.edu.au or Elizabeth Campbell, EAL/D Education Coordinator (NSW Dept of Education) elizabeth.m.campbell@det.nsw.edu.au