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ESL TRAINING

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bethany hewson

on 4 July 2014

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Transcript of ESL TRAINING

ESL in the classroom
4th of July 2014
What my role is in the school.

Difficulties in the classroom faced by ESL students.

Difficulties in the classroom faced by teachers

Differentiating a variety of resources to assist learning for ESL students.

This year I have been teaching the ESL set in English for years 7 and 8.
Next year I will teach all English lessons to ESL students in years 7, 8 and 9.


Their English lessons will be different to the mainstream English curriculum including listening, speaking, grammar and differentiated assessments.

My new role in September is
ESL coordinator
while teaching under Kelly as head of Inclusion. We will all be working together to enable ESL students access to the curriculum in all subjects.
Staff discussion:
How many people here speak a second language?
How did you feel when you were first using it?
How long did it take for those feelings to go away?
What is ESL?
'ESL means “English as a second language”. People usually use the word ESL to talk about teaching English to people who do not speak English. Usually, ESL teaching happens in an English-speaking country. Often, ESL students are people who came to live in an English-speaking country, and do not speak English very well.'
http://www.antimoon.com/terms/esl.htm
Does anyone see a problem with this using this definition in Tenby?
Who is an ESL student?
An ESL student in Tenby is any student who has severe difficulties accessing the curriculum because of their English level.
ESL is a strand of SEN so some students may have both ESL and other SEN needs.
The difficulties teachers face
I'm no expert! Share your ESL experiences on your tables.
Why have you written 'see' and not 'read'?
Is it Tenby's students or Tenby students?
Why are there 3 verbs in a row?
You're speaking too fast... or is it quickly?
We can change this!
Here are some things to consider when using resources or planning lessons/homework.
Is the English in this task necessary?

How much English do students have to understand to complete the task?

Is there a group or class task which I could do to help ESL students, before the individual work?
Is the English in this task necessary?
Some tasks lend themselves to diagrams, pictures or bullet points. Reducing the word count in non English lessons will give our ESL students a break and perhaps they won't need to ask for your help! This advice counts for both worksheets and how the students answer the questions.
Example:
Task 1: Explain why different carnivores are good hunters.
.............................................................................................................................................................................................................................................................................................................................................
How much English do students have to understand to complete the task?
Read and analyse the Gandalf worksheet (some of my early work) and discuss how easy the tasks are for ESL students.

Work in pairs or threes.
Hey look, she's written the instructions up so I can see them!
How exactly does it lend?
Is there a group or class task which I could do to help ESL students, before the individual work?
Task: I want students to write a newspaper article about an incident which happened in the book we're reading.

Discuss on your tables what group or class tasks they could do together before they get on with their articles individually.

e.g. Students work in pairs to suggest 2 good headlines to share with the class.

3 suggestions per table.
Application to your resources
These resources have been provided by teachers from each curriculum for year 8 students.

Choose
one
activity on your table. Make some notes about how you could lead up to the task and how the task can be simplified for ESL students.


Task 1: Complete the table
Are these students on the register the only students we need to be concerned about?
Original task
ESL friendly task
Having ESL needs is not a permanent barrier to learning. 9 students who started September in my ESL English lessons have improved enough to join the mainstream English curriculum. Out of 30 students that's a really great achievement!
The difficulties students face
Teachers and students speaking too fast or with slang/mandarin/manglish/other.

Different accents.

Not being able to complete tasks / homework because the English is too complicated.

Feeling shy and unable to contribute.

Finding themselves without support due to lack of confidence to ask.

Confusing lessons due to untidy board work or unclear learning aims.
Wait... what's face mean? like your actual face?
Student survey results
Many of my findings were sourced from a survey conducted with my ESL students. A copy of questions asked with insightful reflections can be found in the booklet provided at the end of the session. With thia information you can gauge how our students feel about support, resources and the English in our lessons.
How do you pronounce gauge?
Curriculum areas for improvement
Read and discuss the booklet provided on your table and identify strategies in your department which you would like to implement next year.


Complete the sheet as a table with your notes.
Please move into your curriculum areas.
Examples make it easier for me to know what you want.
Meeting Gandalf
Look at task 1 :

How do you think Bilbo feels about Gandalf? Why?



How much of the text do students have to understand to answer this question?
What did you think of task 2?
Full transcript