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Module 1: ESL students and learning in a second language
Reading 1: ESL students: some factors influencing their school experiences and learning outcomes
Introduction
factors impacting on educational experiences of ESL students
same general range of factors as any other student: background, gender, peer group, personal traits
more specific set of factors to do with culture, language, non-English educational background etc may be present
Language and Learning
language is tool, context and outcome of learning
success in learning depends upon fluency in language
generally, fluency in English does not outstrip fluency in the mother tongue; therefore it is necessary for students to continue to develop and evolve their skills in their mother tongue in order to become truly proficient in English
language environment and support provision are critical
attitudes, family competence and expectations also factors
Second language learning
if already proficient in first language, an ESL student may be able to make comparisons between the two languages in order to develop understandings
if first language is not highly developed it becomes even more important to provide highly supportive, rewarding and successful experiences in English
school may be only place to model formal and/or academic language
Culture and cultural practice
“language and culture are interwoven”
learning a new language also means learning new attitudes, perspectives, behaviours, and communication techniques
understanding culturally based communication differences may be critical
ESL student with special needs
language issues may mask other needs
some may be inappropriately labelled with learning difficulty due to poor English skills
necessary to be aware of the characteristics of giftedness and identify them independent of English skills
Effects of movement, forced or voluntary, on students
culture shock period of adjustment to new community will affect ability to learn new language
Migrant Experiences
many ESL children have roles and experiences specific to coming from migrant families
some pressures/duties may be a distraction
some responsibilities may assist in early maturity
often high expectations of life opportunities in new country, lots of pressure
movement, family factors may affect ability to make friends
Experiences of trauma or torture
witnessing or experiencing war/excape/refugee camps can have long-lasting effects
various symptoms/behaviours eg anxiety and fear, withdrawal and depression, anger and agression
asylum seekers, esp temp visa holders, have very peculiar and complicated needs
Experience of being and international student or Third Culture kid
develop a blended culture putting together passport culture and new culture
often most comfortable with others of similar experiences, irrespective of cultural background
very aware of cultural differences, very tolerant, considerate of others, make friendships quickly
shallower relationships, wary of growing too close for fear of pain when leaving
Past and present educational experiences
cultural expectations of schooling, personal experiences, social attitudes, teacher-student relations
transition is a crucial phase – extra support is needed
Reading 1 Review:
Something known:
generally, fluency in English does not outstrip fluency in the mother tongue; therefore it is necessary for students to continue to develop and evolve their skills in their mother tongue in order to become truly proficient in English
Something new:
language issues may mask other needs
some may be inappropriately labelled with learning difficulty due to poor English skills
necessary to be aware of the characteristics of giftedness and identify them independent of English skills
Something to follow up:
develop a blended culture putting together passport culture and new culture
often most comfortable with others of similar experiences, irrespective of cultural background
Reading 2: ESL students: changing and re-shaping identities (identities under construction)
Introduction
What is identity and what are the tensions for ESL students?
Relationships between learning and identity
How can teachers take account of student identities? Successful approaches and models of practice
Accepting current and extending in new: explicit support to take on new discourses
Interculturality
Shaping identities through learning and doing – learning leading development
The Inside Out Boys’ Voices Project
Conclusion
Reading 3: What ESL students may bring to the learning context
Introduction
“funds of knowledge” – range of skills, experiences and knowledge brought to the learning situation
factors – age, conceptual fluency in mother and acquired languages, age upon migration, homelife
important to identify the “funds of knowledge” that can support the language learner in the classroom
Communication
Understanding of “cultural perspectives and language systems” may include:
speak/red/write mother tongue
vocabulary
how to learn in another language
skills in translating/interpreting
awareness of differences in communication styles between languages
cross-cultural differences in body language, modes of speech (volume, intonation etc)
taking on adult roles with official bodies eg mediate between parents and doctors
sensitivity to culturally based discrimination in communications
Thinking
‘bifocal world view’ – recognition of other perspectives
flexibility in problem-solving; there is more than one way to think/see/feel
increased creativity
Interdependence
may have greater knowledge of the ways in which the whole world is interconnected
live in different communities (urban/rural)
greater understanding of climates and how that shapes communities
different types of families (ie non-nuclear models)
technology as global connector
awareness/understanding of political/religious/education systems and impact on daily life
individual cs community, cooperation vs competition – different social values
cultural norms for expressing interdependence
experiences of survival – may have learnt different behaviours
Identity
dual identities: part of home/family culture, but also finding place in new culture
understand multiplicity of identities
diffs and similarities across lang/cultural groups
greater sense of identity
ways to identify with a group eg skills, music, food
knowing more than one way of life
skills in straddling cultures
awareness of individual choice in affecting identity – consciously making decisions
awareness/sensitivity re stereotyping
Futures
greater understanding of what it takes to purposefully try to shape your future
migration – cost and effort
valuing the learning involved in moving
valuing refugee experiences and applying knowledge to broader global understandings