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Welcome to Module 6 of Working with English Language Learners.
In this module you will learn about different types of questions to use with learners that require different levels of thinking.
Watch this clip to see how a teacher has used different types of questions in a ‘Concept Star’ to support learners to engage in meaningful talk as they complete the task.
After you have viewed the video, have a shared discussion to reflect on:
Teacher - If you look carefully on this concept star, you can see that there are some sentence starters. So this one here it says, what patterns are used in Siapo? The patterns are... and then you just need to write down what the patterns are that you can see. Okay, you’re going to be using these sentence starters when you share back with the class. So it’s important that you look at them as well.
Student – What is Siapo used for?
Art?
Yeah art... yeah.
It is used for art.
I’ll read this one, what patterns are used in Siapo?
It looks like a bird.
This is flowers... kind of flowers.
Feathers, but it’s the feathers in Samoa.
It looks like feathers and leaves.
Yeah, feathers and leaves.
The patterns are feathers and leaves.
Student – When we did the concept start, I knew Siapo, because when I was in Samoa my dad used to make some. I could share my ideas with Siapo in my group that I was, and I told them how the colours was made.
Module 7: Supporting reading
Think about what works well when you are supporting learners to read. What do learners need to learn to become good readers?
Welcome to Module 7 of Working with English Language Learners.
In this module you will learn about ways to help and support learners who are at different stages of learning to read in English.
Watch this clip to see learners sequencing a strip text to order a science process.
Students – This one goes there. It kind of explains Operation Nesting and the system to it, and then it starts the process.
Student – The words that helped put it in order were like “firstly” and it kind of connected a bit and like with “then” and “after”.
Students – “Then” will go first, and then it must be “after”. And after that “later”.
It must be, no, it can’t be “later” it must be “after” or something. After 90 days, nah, it can’t be that.
Student – It is put into a chilli bin and taken by a car to Hokitika and then, after 90 days the kiwi is heard and will crack a small hole in the shell.
No this one’s not it, no this one’s not it, this one’s after this. After 90 days the kiwi is heard.
Oh yeah!
And then after it hatches.
And this one is the title.
And we’re done.
Module 8: Supporting writing
Think about how you support your learners with their writing. Think about the different purposes of writing and the audiences we write for.
Welcome to Module 9 of Working with English Language Learners.
In this module you will explore strategies that help learners to recognise and appreciate their own ability to learn.
Watch the clip to see the teacher use a ‘Disappearing Text’ to support learners in using meaning focused memorisation and recitation as a ‘learning to learn’ strategy.
Teacher – It’s a combination of definitions from two people in the class. What we’re going to do is we are going to read it out with nice clear voices and then we’re going to start rubbing out words. So altogether from the top, off we go.
Students – Translation means to slide a shape left, right, up, and down.
Teacher – Once you’ve said it in your minds I want you to quickly turn to a buddy and share it with a buddy.
Students – Translation means to slide a shape left, right, up and down.
Teacher – Right you guys are too good.
Students – Yeah!! Yessssss!!
Teacher – Off we go.
Teacher – Give yourselves a round of applause.
Module 10: Creating an action plan to support learners across the curriculum
Take some time to reflect on the modules of this handbook and what you have found most useful. Reflect on what you would like to put into practice or improve on. Think about where you might find opportunities to practise your new strategies in the classroom.
Welcome to Module 10 of Working with English Language Learners.
In this module you will reflect on the ‘Learning Inquiry’ stage of the teacher inquiry cycle where we ask:
You will consider these questions to create an action plan.
Watch the clip below to see how a teacher uses a range of strategies to support language and content learning in science.
Teacher – It’s a very interesting site for our next activity. What is likely to disappear? And then you need to write a statement. We predict that when... is introduced, that… And you need to list what you think will disappear. Now really importantly you need to then also give your reason. Because...
Students – I think that the kiwi egg would disappear because the rat would eat it, feed on it or eat it. Or the weta would disappear because the rat would eat it. It would kill it just for fun.
Teacher – Thank you. There’s been some people doing some really good thinking this morning and using lots of prior knowledge also to make their predictions. Well done.
I want you to be looking at your sheet and comparing what you see happen up here with what you have predicted on your sheet.
Welcome to Module 1 of Working with English Language Learners.
In this module you will reflect on your own prior knowledge and experiences to help you think about ways to support learners more effectively.
Watch this clip and consider how your own schooling experiences might impact how you carry out your learning assistant role.
After you have viewed the video, have a shared discussion to reflect on your own experience of schooling and your role as a learning assistant:
Esha Lata – The motivation from my parents and teachers that learning is the way for a brighter future and a successful life. And also the help and support that I got from my teachers helped me a lot in understanding what I was learning about at school.
Mariana Kaitai – Teachers that make learning fun. They always made the class feel welcome, so I always felt like I was always a part of the class, not just in the class. They always saw the potential that I could give in the areas that I was strong in, so they would push me, support me, motivate me into all those areas that were available in school.
Kelly O’Rourke – I was one of those kids that the teacher had to show me how to do it, and I had to see things up on the board. I had a male teacher and his name was Mr Holmes, and I remember him because he was just, “Hi, how are you?” in the mornings. He was friendly, he was fun, and he made learning fun. Having a teacher that was fun, that knew us, that understood.
And in the classroom just having things around on the walls so we could see what we were supposed to be doing and how we were supposed to be doing it properly.
Ryan Seong – Sometimes when teachers gave a task, we made small groups and we sat together, and we had a discussion, and finally we found the solution. And it is through those things I learned – collaboration and the strategies.
Esha – Similar in the way thatI used to learn and recall the same topics that we did at school. And different I would say, I used to learn for long hours at home compared to at school, because back in the Islands, we used to get a lot of assignments. Plus my parents used to always motivate me that learning hard every day will make me successful, so that’s why we have to study hard at home.
Mariana – It was quite similar, the learning at school and the learning at home, everything had structure. So getting home was like doing my homework, you know, doing my chores, so it was kind of like the same.
Kelly – I was a product of parents that didn’t finish work until about half past five. So myself and my brother would come home from school and we would get our own afternoon tea, and then we would watch TV, and then when Mum and Dad were coming home we would pull out the homework books. So it was pretty similar to school life.
Ryan – I mean, my parents were quite interested in education and a successful life, even though they didn’t have enough education. In fact they, my parents, they just finished they just finished primary school, that’s all. So they just know how to write the Korean language. Maybe that’s why they focused on the education more. Mostly it was not that different. My parents focused on reading and writing, and also at school, also focused on reading and writing.
Esha – Also use my language. If I see that there’s an Indo-Fijian then sometimes I try to use my own language so they find it comfortable studying with me. And here I have noticed we have smaller groups like ESOL group or groups with teacher. So I have noticed that students are more confident here in speaking, so they all get a chance to contribute in a group. I try to build on their confidence more, through my experience.
Mariana – Having young children, as myself, learning that learning starts with motivation, compassion, drive, fun, also support, comfort and love with the tamariki. And I feel that the relationship starts first with the child before the learning, and once you build that confidence with the child the learning just thrives.
Kelly – I had a fun experience at school. So I would love our kids to have that experience when they are learning because to me, if they are learning like that, then they will remember and they will go through life as school was good for them, it was fun.
Ryan – Sometimes I see the kids like me, they remind me of my young age, to be honest. So I try to encourage them to have a wider point of view. Education is the most important in a country, so also those students will be important people.
Module 2: Valuing and utilising learners’ language and cultural resources
Think about a learner you work with, the languages they understand or speak, their level of English, their education background, and whether they are from a New Zealand born, migrant or former refugee background.
Welcome to Module 2 of Working with English Language Learners.
In this module you will think about what you already know about the learners you work with and the importance of developing trusting relationships and effective teaching practices.
Watch this clip to see a teacher and learners share their knowledge of their language backgrounds.
I have about four children who are bilingual, they speak their home language at home and also English. And approximately seven students who only speak their home language and are learning English.
Student - My name is Ali. I am from Iran. I’ve been in New Zealand for eight years. I speak two languages and they are Persian and English.
Student - My name is Andrew. I am from New Zealand. I speak three languages; English, Mandarin and Cantonese. Working with my buddy Jack is easier to do because we both speak the same language.
Student - My name is Vivienne. I am from Germany. I have been in New Zealand for some time and this time it is the four time I’m being in New Zealand. I speak two languages; German and English. Some words are for me a little difficult.
Student - My name is Sok Jan. I’m from Korea. I’ve been in New Zealand for six month. I speak two languages; one Korean language and last one English language.
The children who are bringing their first language into the classroom felt like they were the expert of that knowledge and when they shared it with others, it made it work really well.
Module 3: Understanding additional language acquisition
Module 3 is about how people learn an additional language. Think about how a bilingual brain works. If you are bilingual, think about how you learn new content and what helps you to make sense of your new learning.
Welcome to Module 3 of Working with English Language Learners.
In this module you will learn about the topic of second language acquisition (or learning a new language) and the key factors that can encourage and promote successful language learning.
Watch this clip to see how learners use BICs and CALP as they work together to complete a graphic organiser about lantern making in a technology class.
Students - It must have a holder for a candle but it shouldn’t be close to the outside of the lantern. Does it have a handle? Holder, handle?
Yeah!
Ok, is it close to the outside frame?
No!
Teacher - Now, you’re going to have the opportunity, first of all to think about the sort of lantern that you’re already planning in your head that you’re going to make. You’re going to talk to a partner about it and then you’re going to have the opportunity, on your planning sheet, to do a sketch. And also, to think about the equipment and the material you’ll need to successfully make that lantern.
Students - We can use some colours that we didn’t use like.
Black!!
Yip, black, white.
No, because it won’t stand out that much.
So like something like a yellow.
But you got to remember that the candle light is very dim.
Students - Fish on one side and a fish on the other side just like the monkey they showed and in the middle I’m going to have the candle light.
What materials would you use to make yours?
Don’t really know.
Well, I’m going to probably use like cardboard or coloured paper.
Module 4: Utilising effective teaching and learning – Scaffolding
Module 4 is about effective teaching practice. Discuss the term ‘Scaffolding’ with your classroom teacher. What does it mean? How does your classroom teacher plan for this? What are some ways you scaffold learning before, during, or after a lesson?
Welcome to Module 4 of Working with English Language Learners.
In this module you will explore effective teaching practices that demonstrate scaffolding of language and content learning.
Watch this clip to see a teacher demonstrating scaffolding by using a speaking frame to support learners with writing and presenting about their family treasures.
Teacher - To do that I’m going to share with you my family treasure. Now yesterday somebody guessed that it had to do with clothing.
Student - Uhm, is it like a really special piece of clothing from your mum or dad?
Teacher - It is a special piece of clothing and this special piece of clothing is from my grandmother. It’s just got a little bit broken and old really. Yes?
Student - How old is it?
Teacher - It is about, about 60 years old now, this costume. And on the board I think you’ve covered most of what it would be that I would talk to you about. My treasure is... who could tell me? Alex?
Student - A ballet costume.
Teacher - Thank you, that’s correct.
Student - It has lots of sequins on it.
Teacher - Good, and can you tell me some colours?
Student - Uhm, gold, black.
Teacher - I like the way you’ve used adjectives there; black, silver so they’re describing my costume, my grandmother’s costume.
Module 5: Supporting oral language and vocabulary development
Ask your classroom teacher about how they support learners to engage in meaningful talk and to learn new vocabulary.
Welcome to Module 5 of Working with English Language Learners.
In this module you will learn about ways to support learners’ oral language and vocabulary development.
Watch this clip to see learners negotiating the correct order of a picture sequence and retell the process of creating a paper lantern.
Students - This is the staple and the last one, roll and handles.
Ahh roll!
Roll, yeah. Roll!
What about this?
Teacher - Now you’re on to it.
Student - When I did the sequencing, they just, it’s easy because I’d seen pictures and it’s like doing something that’s same with the words.
Students - Nice work.
High five!
Student - You fold the paper, you crease the paper, you cut the paper, you roll the paper, you glue the paper together, so it sticks. You press the paper together, yeah so the glue dries.
You cut a handle and then you staple the handle on to it.
Module 6: Understanding the importance of questioning
Module 6 is about different types of questions that require different levels of thinking by learners. Think about ways you promote questioning with your learners and the types of questions that you focus on. Consider who asks the most questions and who gets the most practice at asking questions.
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