Teaching EAL Students in Mainstream Classrooms (Foundation – Yr. 4)
Developed by: Lexis Education- https://lexised.com
Facilitator: Margaret Nutbean
* This event has now sold out. Please contact victesol [at] victesol.vic.edu.au to go on our waiting list or to register your interest in possibly attending this course in the future.
Many mainstream teachers are now primarily responsible for their EAL students’ English language development and academic instruction. Teachers need feel confident and empowered to meet all their students’ needs in their classroom knowing that EAL instructional strategies are good for all their students.
‘Teaching young children in English in multilingual contexts (TYCEMC)’ is one of a suite of professional development programs for teachers developed by Lexis Education (https://lexised.com/) to support them in the implementation of pedagogically sound teaching practices that create innovative, engaging and ultimately successful learning environments. This course is organised into seven modules, designed to support teachers with their EAL students in mainstream classrooms (Refer to ‘Course Overview’).
It is relevant for all teachers/leaders working with young EAL students in Foundation to Years 4 who are learning through a language that is not the primary language.
The course materials present strategies and discuss issues supported by readings, which consistently address the fundamental relationship between language and learning.
The course will:
- Provide teachers with an opportunity to engage in rigorous and sustained professional development.
- Develop teachers understanding of the support needed for those young learners for whom English is an Additional Language to be successful learners.
- Provide all teachers with successful strategies for effective teaching and learning across the curriculum with a key focus on supporting teachers with implementing procedural, narrative and explanation texts into their classrooms practice. This will lead to learning improvements for all students, with successful strategies for improving the learning achievements of all their EAL students.
- Promote whole school approaches to the teaching of EAL students in the mainstream classroom.
Teachers showing interest in the course would need to be aware of the between module work requirements and attendance expectation required to gain a certificate in this course. The work requirements are very practical but the course does require participant’s commitment to trialling strategies in their classrooms and engaging with reflective writing practices.
PROFESSIONAL DEVELOPMENT HOURS
A trained TYCEMC tutor will deliver 21 hours of face to face learning within seven modules, when combined with between module activities, is equivalent to 40 hours of professional development.
Term 1 & 2 2019 – Consisting of 1 full day & 5 evenings
Facilitator- MARGARET NUTBEAN
Margaret Nutbean has over 39 years teaching and leadership experience supporting EAL/D students and their teachers. Her roles have included Co-ordinator – EAL/New Arrivals Program and a Literacy Educator with the Catholic Education Commission of Victoria, EAL/New Arrivals teacher and Coordinator, Literacy Leader and classroom teacher. She recently completed a Masters of Education, with a focus on the EAL learner, and lectured in ‘The Professional Certificate in EAL’ at Melbourne University.
Margaret is currently working as an independent EAL Consultant alongside classroom teachers/leaders as a mentor and facilitating Professional Learning sessions/courses to support them with EAL/New Arrival/ Refugee students in mainstream classrooms.
She has also facilitated the ‘Teaching ESL Students in Mainstream Classrooms (Yr. 3-Yr 9)’ course in Primary andSecondary schools for the past nine years and more recently the ‘Teaching Young Children in Multilingual Contexts (Foundation -Yr. 4)’ course.
Margaret has presented at a number of VicTESOL and ALEA Conferences over the years and has written units of work, alongside mainstream teachers, for the recently published TEAL Website (Tools to Enhance Literacy Assessment for Teachers of English As an Additional Language).
Bastow Institute of Educational Leadership
The program will be hosted by: VicTESOL and is open to primary teachers/leaders working with students in Foundation-Year 4.
It is highly recommended that a team of two or more teachers attend the course.
Limited places available – Participants limited to 15
|MEANING MAKING IN MULTICULTURAL CONTEXTS & SCAFFOLDING LEARNERS
9.00am – 3.30pm
|Module 3||PROCEDURAL TEXT
Part 1 and Part 2: Getting active with language
|Module 4||NARRATIVE TEXT
|Module 5||NARRATIVE TEXT
Part 1 and Part 2 – Learning the language of stories
|Module 6||EXPLANATION TEXT
Part 1 and Part 2-Learning to explain how things happen or are done
|Module 7||PLANNING FOR MEANING MAKING
|Submit||All work requirements due|
Meaning making in multilingual contexts
• Exploring different ways of making meaning
• Learning how we learn to make meaning through language
• A lesson in language learning
• Being introduced to an explicit teaching and learning cycle
• Exploring macro-scaffolding
• Exploring meso-scaffolding
MODULE 3: PART 1/ PART 2
Getting active with language
• Working with the patterns in the structure of procedures
• Identifying the structure through comparison
• Working with the patterns in the language of procedure
• Designing activities for the classroom
• Working with stories
• Exploring stories using a macro scaffold
• The purpose and content of stories
• Developing children’s understanding of the structure of stories
• Working and playing with the content of stories
MODULE 5: PART 1/ PART 2
Learning the language of stories
Developing the language for expressing content through
• working with place and time
• pointing to, quantifying, describing, classifying and specifying things
• the process of doing, sensing, saying and relating
• concentrating content in processes
• the language of evaluation
Learning to explain how things happen or are done Part 1 and 2
Making sense of an experiment through
• doing and recounting an experiment
• discussing, predicting and generalising from the results of the experiment
• Learning to explain how things happen or are done
The language patterns that allow us to explain
• making text flow well
• working with active and passive voice
Planning for meaning -making success
Bringing it altogether by
• Reflecting on the course content
• Planning a program of work
• Presenting a program to colleagues
**Deposit of $200 only required upon registration. Balance of payment due by 8th Feb 2019**
FULL COST per participant which includes the cost of the participant’s manual ($179.00) and catering:
On the successful completion of the course participants will be issued with a certificate indicating modules attended, activities and readings completed.
N.B To receive a certificate, participants must attend at least 6 out of the 7 modules.
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