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Reading and the EAL Learner

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Reading and the EAL Learner. Anne Hamilton March 2013. Overview. Who are the EAL learners? What do EAL students bring to their reading of English How is reading different for EAL learners? Meaning and structural cueing systems Strategies which support EAL students . - PowerPoint PPT Presentation
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Reading and the EAL Learner Anne Hamilton March 2013
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Page 1: Reading and the EAL Learner

Reading and the EAL LearnerAnne Hamilton

March 2013

Page 2: Reading and the EAL Learner

Who are the EAL learners? What do EAL students bring to their reading

of English How is reading different for EAL learners? Meaning and structural cueing systems Strategies which support EAL students

Overview

Page 3: Reading and the EAL Learner

EAL students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English.

EAL students come from diverse, multilingual backgrounds and may include: overseas and Australian-born students whose first

language is a language other than English Aboriginal and Torres Strait Islander students whose first

language is an Indigenous language, including traditional languages, creoles and related varieties, or Aboriginal English.

Who are EAL learners?

Page 4: Reading and the EAL Learner

EAL students have diverse educational backgrounds. They may have schooling equivalent to their age peers in Australia limited or no previous education little or no literacy experience in their first

language (or in any language) excellent literacy skills in their first language (or

another language) good academic language skills, but struggle

with the social registers of English.

Page 5: Reading and the EAL Learner

EAL students may live in remote, rural or metropolitan

Australia live in advantaged or disadvantaged

socioeconomic situationshave experienced emotional or physical

trauma that will affect their learning

Page 6: Reading and the EAL Learner

Home language is what is heard and responded to from birth

Language first used for expressing feelings and emotions

Using first language supports additional languages and contributes to child’s self esteem

Considering First Language

Page 7: Reading and the EAL Learner

First language knowledge is an advantage when learning an additional language and, along with their life experiences and diverse cultural knowledge, provides learners with resources upon which to build their English language, literacy and educational development.

Page 8: Reading and the EAL Learner

Acknowledgement of bilingualism enhances self esteem and confidence

Best not to mix languages while speaking: children benefit from learning to speak each language well

Do staff have adequate information about the languages spoken by the parents?

(enrolment forms, language surveys, interpreters)

Language learning is a social activity

Page 9: Reading and the EAL Learner

Welcome in Armenian, Hindi, Thai and Japanese languages

Page 10: Reading and the EAL Learner

Look at the scripts of languages other than English on your table and discuss the differences/similarities between these scripts and English.

Share any experience you have had in learning to read in a language other than English.

In your table groups:

Page 12: Reading and the EAL Learner

Students who know how to read understand the concepts of print:

Speech can be written down

Print is constant and carries the message’

Letters and numbers are different

Learning to read only happens once

Page 13: Reading and the EAL Learner

EAL students are concurrently Learning English Learning through English Learning about English

When English is an additional language …

Page 14: Reading and the EAL Learner

another set of sounds and sound groupings other intonation patterns another script and alphabet another system of spelling another grammar other non-verbal signs another set of rules about appropriate use of

language other ways of relating to people and

expressing feelings

When English is an additional language , students may learn …

Page 15: Reading and the EAL Learner

Ability to read in first language contributes to reading development in another language

Cultural experiences influence a reader’s understanding and interpretation of texts

Cultural differences constitute a vital resource and social strength rather than an educational disadvantage

Page 16: Reading and the EAL Learner

EAL students who are not familiar with structures and meaning of texts, may rely more heavily on grapho-phonic and visual cueing systems

Page 17: Reading and the EAL Learner

Reference items Ellipsis Connectives/conjunctions Word order Tense Noun groups prepositions Questions Vocab

Cohesion in English

Page 18: Reading and the EAL Learner

Tracking pronouns through a text

Sally peeled a banana.

She ate it and put the peel in the bin.

There, it turned soft and black during the day.

Reference items

Page 19: Reading and the EAL Learner

Words or phrases are left out because meaning can be inferred.

‘There are 12 pieces of pizza. When you take away 4, how many are left?’

There are 12 pieces of pizza. When you take away 4 (pieces of pizza), how many (pieces of pizza) are left?’

Ellipsis

Page 20: Reading and the EAL Learner

For sale: an antique desk suitable for lady with thick legs and large drawers

3 year old teacher needed for pre-school. Experience preferred

Wanted. Person to take care of dog that does not drink or smoke

Word Order

Page 21: Reading and the EAL Learner

She has a beautiful , big, red balloon with a long blue string.

Order of adjectives in English noun groupsOpinionSizeAgeShapeColour

Noun Groups

Page 22: Reading and the EAL Learner

English has 9 tenses which each make subtle distinctions in meaning

Some languages mark tense with a word before the verb

Some languages have no tenses

Tense

Page 23: Reading and the EAL Learner

Look up Look at Look over Look around Look into Look after

My birthday is in January My birthday is on 2nd (of) January

Prepositions

Page 24: Reading and the EAL Learner

Formed in various ways in English

Require change in word order

Can I …….? Why can’t I …….? I can………, can’t I?

Questions

Page 25: Reading and the EAL Learner

To contrast: while, but,

To explain: because, if, when, so

To sequence: First… Next….. Later…..

Conjunctions/Connectives

Page 26: Reading and the EAL Learner

Unfamiliar (wobble) Used in unfamiliar ways (legs of a ladder) Culturally specific (vegemite, football) Idioms Sarcasm

Vocabulary

Page 27: Reading and the EAL Learner

Wait time Elaborate on student’s language Expand student’s ideas Extend the conversation Use prompts to help reconstruction Rephrase using more complex grammar Reinforce new vocab through repetition Request clarification Model self-talk

From Spotlight Research into Practice

Build on student’s oral language

Page 28: Reading and the EAL Learner

Book introduction is very important

Check student comprehension

Ask predicting and inferring questions

Books with simple repetitive structure

Everyday themes

General Strategies

Page 29: Reading and the EAL Learner

Provide vocabulary and discussion of word meanings

‘What do you think this means? can be rephrased as ‘In English this is called…….

Does it sound right? can be rephrased as In English we say it this way….

Page 30: Reading and the EAL Learner

Choose texts inclusive of student background experiences

Build key field vocab through discussion Draw attention to pictures. Encourage

predicting. Eg write/say 5 words you think will be in the text

Teach how to infer character feelings (look at how red her face is and how her hands are like fists)

Meaning cueing system

Page 31: Reading and the EAL Learner

Choose books that reinforce simple sentence structures (I can….. I went to ……)

Sight words are often grammatical rather than content or meaning words. Need to teach explicit usage. Eg pronouns, articles

Word endings ….s, ..ed, ….ing need explicit teaching

Structural cueing system

Page 32: Reading and the EAL Learner

Learning to hear and produce English sounds is very important

Vowel sounds can be difficult (ship/sheep) Need practice in hearing, identifying and

producing vowel sounds (tin/ten/tan) Teach to stretch words and hear sounds in

words (mirror to see position of tongue, candle to see difference between b and p)

Letter identification

Page 33: Reading and the EAL Learner

EAL students may transfer EAL features of their oral language to their reading, which leads to structural errors

Give 2 scores. Students can then progress through levels, while EAL features can be dealt with through explicit, ongoing teaching

Running Records

Page 34: Reading and the EAL Learner

While all students may benefit from explicit teaching strategies, they are essential for EAL students to access and participate in the mainstream curriculum.

Reference: ACARA EAL/D Teacher Resource:http://www.acara.edu.au/curriculum/eald_teacher_resource/eald_teacher_resource.html

Conclusion


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