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ESL Students: Vivian State College

ESL Students: Vivian State College. Assessment Item 2 Kiarra Wilson S00086453. Contents. 3. Introduction 4. Definition of ESL 5. Socio-cultural and linguistic backgrounds 7. socio-cultural and linguistic needs 12. Strategies and explanation of strategies 17. Summary 18. Conclusion

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ESL Students: Vivian State College

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  1. ESL Students:Vivian State College Assessment Item 2 Kiarra Wilson S00086453

  2. Contents 3.Introduction 4. Definition of ESL 5. Socio-cultural and linguistic backgrounds 7. socio-cultural and linguistic needs 12. Strategies and explanation of strategies 17. Summary 18. Conclusion 19. References

  3. Introduction This presentation will define the ESL student and provide accurate identification of socio-cultural and linguistic needs of ESL learners. It will list appropriate strategies for teachers to assist  ESL learners and explain these strategies for the non-ESL teacher.

  4. Definition of the ESL student • ESL is the acronym for English as a Second Language • This refers to children who speak English as a second language. • Vivian State College has over sixty ESL students (Gibbons, 1991).

  5. Socio-cultural and linguistic backgrounds of ESL students in our School • Students newly arrived in Australia who's language background is other than English (Gibbons, 1991).

  6. Socio-cultural and linguistic backgrounds of ESL students in our School • Students may have had minimal schooling in Australia. Their home background may include at least one language other then English. (Gibbons, 1991).

  7. Socio-cultural and linguistic needs of ESL learners • New students from other countries experience a range of emotions they may not have encountered before, especially in an alien environment (Lopez, 2013). • A case study also proved that students experienced high levels of trauma before immigration into Australia. (Santoro,1997). Students negative history from their past often leads to silence, a lack of motivation and participation inside and outside of the classroom (Lopez, 2013).

  8. Socio-cultural and linguistic needs of ESL learners The learning environment created for ESL students needs will need to consider the below factors: • Updating our teacher growth programs • Services & resources (Lopez, 2013).

  9. Socio-cultural and linguistic needs of ESL learners The learning environment created for ESL students needs will need to consider the below factors: • The role of home language. • Students personal experiences and family. • Student backgrounds and cultural dynamics. (Lopez, 2013).

  10. (Lopez, 2013).

  11. (Lopez, 2013).

  12. Appropriate strategies for teachers to assist  ESL learners (Lopez, 2013) (Gibbons, 1991). • Ask students to preview material or concepts in their native/home language as much as possible. Then the teacher can make the lingual connection by teaching the same material and concepts in English.

  13. Appropriate strategies for teachers to assist  ESL learners • Use Cultural Relevancy Tactics • Make clear connections to what students may already know with new content • Visual Supports/Prompts • Support group communication and discussion • Model instructional processes and techniques • Scaffolding (Lopez, 2013) (Gibbons, 1991).

  14. Appropriate strategies for teachers to assist  ESL learners • Body language and Clear speech • Regular routines. • Write clearly and in print • Repeat information and review frequently • Announce the lesson’s objectives, activities • List instructions step-by-step in small “chunks.” • Provide frequent summations • Emphasise key vocabulary words (Lopez, 2013) (Gibbons, 1991).

  15. Make your ESL students feel welcome. Sharing your lives, cultural identity and experiences with each other. Appropriate strategies for teachers to assist  ESL learners Ease Anxiety by: This will: Having a school culture where different values and experiences are understood respected and welcome. Build trust and foster strong relationships. Celebrating cultural and linguistic differences. Encourage student engagement. (Lopez, 2013).

  16. Summary Vivian State College has over sixty ESL students. It is imperative that we provide students with the adequate resources, training and support to make sure that they achieve and feel safe in their new environment.

  17. Conclusion This presentation has defined the ESL student and provided accurate identification of socio-cultural and linguistic needs of ESL learners.

  18. Department of Education and Training. (1994). Teaching Newly Arrived ESL Students. Retrieved from www.sydneyr.det.nsw.edu.au/.../ESLEd/Supporting-ESL-New Gibbons, P. (1991). Learning to Learn in a Second Language. Newtown, NSW: Primary English Teaching Association (PETA). Herbert, A. (1993). From Theory to Successful Practice with Senior Primary E.S.L Students. TESOL in Context (P 27-29) Kettle, M. (1996). Teaching Grammar: Rethinking the Approach. TESOL in Context 6: 1 (P13-19) Lopez, C. (2013). Developing a Culturally and Linguistically Responsive Approach to Response to Instruction & Intervention (RtI²) for English Language Learners. University of Wisconsin, WIDA CONSORTIUM. Retrieved from PDF www.wida.us/get.aspx?id=601 Santoro, N. (1997). Why won’t they talk: The Difficulties of Engaging Victims of Trauma in Classroom Interaction (P14-18) Bibliography

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