The Home-Language Project

1. The Home-Language Project

2. The Home-Language ProjectMargie Owen-Smithwww.hlp.org.za

3. What language disadvantage? • Understanding of new concepts • Competitiveness

4. Who is a Second-Language Learner (SLL/EAL/ESL/ELL)? A learner reliant on a single LoLT (official MOI), which * is not the MT/HL/FL * nor is it a language in which the learner is fully proficient (i.e. at L1 level) …………. >80% of SA learners

5. Where does it leave us? With systemic language disadvantage … a major social injustice

6. The teacher’s challenge in a monolingual system How to make it possible for learners to use the HL as a tool … (i) to support the LoLT in subject learning (ii) to develop language skills in the LoLT + HL … i.e. a bilingual approach (LoLT + HL) to teaching subjects and language

7. If LoLT not English… e.g Afrikaans or Sesotho … Need to use the HL as a tool (i) to support the LoLT in subject learning (ii) to develop language skills in the LoLT + English … i.e. a tri-lingual approach (LoLT + English + HL) to teaching subjects and language

8. Outline of Session 1 Task 1: How do we think about SLLs … do we need to shift our mindsets? Task 2: Where is our emphasis in teaching SLLs … do we need to shift our focus? Task 3: How are we using verbalisation … can we use learner-talk to improve thinking?

9. Task 1 How do we think about SLLs? (ESLs/ EALs/ ELLs) … do we need to shift our mindsets?

10. An Action Process Step 1: READ Step 2: THINK Step 3: JOT Step 4: … Step 5: …

11. Who is a Second-Language Learner (SLL/EAL/ESL/ELL)? A learner reliant on a single LoLT (official MOI), which * is not the MT/HL/FL * nor is it a language in which the learner is fully proficient (i.e. at L1 level) …………. >80% of SA learners

12. The talk process 1) Buddy-up with person on your left 2) If left out, buddy-up with person left out behind you 3) Follow TALK chart 4) Follow hand signals

13. Second-language learner (SLL) performance • ANAs? • TIMMS & PIRLS? • Matric (NSC)?

14. The second-language label? Second language = second class?... But … * All have another language * Clarkson’s research? * The advantages of bilingualism?

16. The teacher’s challenge in a monolingual system How to make it possible … for learners to use the HL as a tool (i) to support the LoLT in subject learning (ii) to help develop language skills in the LoLT + HL … i.e. a bilingual approach (LoLT + HL) to teaching subjects and language better

17. Would it change mindsets? To call learners BLLs? Would that help us think of them as BLLs? Would we then try to treat them as BLLs?

18. TASK 2 Where is our emphasis in teaching SLLs? … do we need to shift our focus?

19. Immediate aims of learning? Understanding + Memory + Ability to apply (UMA) …. the kind of content at the level required for social capital + further learning

20. What does the learner need to do in order to learn? Access the content + Think about it + Apply & Practise it … ATAP it to the level of UMA needed for learning

21. What does the learner need to do in order to learn? Access the content + Think about it in a context + Apply & Practise it in various contexts … ATAP it to the level of UMA needed for learning

22. How to get learners to think? … not just to kick-start thinking, but to hang in when it gets hard? (D. Kahneman: Thinking Fast and Slow)

23. An Action Process Step 1: READ Step 2: THINK Step 3: JOT Step 4: … Step 5: …

24. Talk Question APPLY & PRACTISE ACCESS THINK • Listen • Look • Touch • Taste • Smell Trial & Error (Read) Non-verbal expression Write THE LEARNING PROCESS:

25. The learner’s thinking activators 1) Accessing more information (reading… 2) Talking to express interim understanding 3) Writing to express interim understanding 4) Own questioning 5) Non-verbal expression of understanding (drawing…calculating…) 6) Applying understanding to task (trial & error)

26. Set context & task • Indicate info sources APPLY & PRACTISE ACCESS THINK • Interact & wrap up Teacher’s Thinking-Support

27. Teacher’s thinking-support tasks (7xTSTs) 1) Set context & cognitively-demanding tasks (differentiate x 3) 2) Lead into information source/s 3) Set up a mix of thinking activators (and guide with Action Chart) 4) Support a buddy system for talk in pairs 5) Encourage BLLs to use HLs for thinking 6) Interact with learners to build on their input 7) Build confidence to make mistakes.

28. Task 3 How are we using verbalisation ? … Can we use learner-talk to improve thinking?

29. “Learner-Talk (LT)”: What it is 1. Learners talking in pairs (or < 3) 2. Talk is task-based 3. It follows a guided process (action chart) 4. It is anchored in text and writing 5. BLLs encouraged to use their HLs (any) *Teachers do not need to understand any of the languages being used *Teacher interaction & wrap-up after LT are in English

30. “Learner-talk (LT)”: What it is NOT? • Not about learners talking * to the teacher * to the class * to each other in groups • Not the only kind of learner verbalisation we need • Not the only way to get learners to talk

31. Learner-Talk: why? To get all learners to talk (nobody left out) • to help them think better • to help develop oral language skills To give BLLs the chance to use both their languages … to improve understanding  learning  performance in Subjects + English language

32. Elicit from selected learners 1) To get them to switch into English to practise * oral English and * trans-languaging 2) To affirm their thinking & build confidence to make mistakes 3) To check where they are … to adjust your input if necessary.

33. Classroom management concerns? • Noise level • Lack of task focus – can’t be sure what they are talking about • Takes too much time

34. Learner-Talk controls: • A talk-process to follow • On-switch • Off-switch • Volume control

35. Learning quality Concerns? 1. Copying 2. Lazy ones opt out 3. Buddies teaching the wrong thing 4. Can’t talk …vocab too weak to have ideas/ express their thinking 5. Talk is soon forgotten

36. The right vocab/term?  Ideas come before words …. the essential thinking step is to express the idea in simple everyday words … more efficient words (terms etc) to be introduced later

37. How to manage Learner Talk:the 7 TSTs + 2 more 1. Set context and cognitively-demanding tasks 2. Lead into information sources 3. Set up & guide a mix of activators 4. Support a buddy system for LT 5. Encourage BLLs to use HLs for thinking 6. Interact to build on learner input 7. Build confidence to make mistakes 8. Use hand controls & timing 9. Develop your interaction & wrap-up techniques

38. T: Set context & task Indicate info source/s L: Read Start- thinking Jot Talk Task T: Interact & wrap-up English HL/English HL Any HL Any English A bilingual methodology for SA

39. T1. Shift mindsets T2: Shift teaching focus T3: Shift pedagogy To thinking of learners as BLLs & treating learners as BLLs with 2 working languages To providing a thinking context and supporting thinking To supporting task-based, learner thinking activities that include bilingual LT Some conclusions Session I

40. If able to make shifts despite… * our monolingual system * antagonistic attitudes to HLs * rigid teacher-centred methodologies … … you are half-way to removing the 3 biggest language obstacles

41. 3 obstacles for SLLs … we are half-way to removing 1) Systemic language disadvantage 2) Learner over-dependence on teachers 3) Language skills below level needed for subject performance