Module 9: Programming and whole school models of support for ESL students
Reading 1: Reviewing ESL provision within a culturally inclusive curriculum
Section 1 – developing a culturally inclusive curriculum
- scope of curriculum for developing inclusivity: how to assess, how to identify, how to prepare
- profile of school and community: how to develop, how to research/investigate, how to record, how to apply to the school setting, learning environment, activities
- school organisation and curriculum: how to review, how to involve wider community, how to determine process for reviewing specific aspects
Section 2 – gathering knowledge about LOTE background speakers
- range of students’ cultural and language backgrounds: how to identify, support, include in curriculum, consider the effects on students’ school life
- first and second languages’ experiences: how to identify and make use of, how to maintain and develop first languages
Section 3 – valuing the cultural and linguistic knowledge and experience of LOTE background speakers
- information about LOTE background speakers: accessibility, opportunities for staff to discuss, ways to use this info
- cultural and linguistic knowledge and experience within KLAs: how can staff plan for it, and demonstrate an appreciation of it
- teaching and learning for cultural inclusivity: ways to review content, methodology, language and resources; ways that staff are involved in planning and review across all school levels
Section 4 – organising ESL teaching and learning within a culturally inclusive background
- identify ESL teaching and learning needs:what kinds of descriptors, which strategies are used to select priorities
- school context for ESL teaching and learning: how comprehensive is the school profile? policies? qualified staff? funding?
- priorities for ESL teaching and learning: ways to group students; establishing curriculum priorities; determine prof dev priorities
- roles of ESL specialist and class teacher: who has what range of responsibilities? what conditions needed to support each role? how is the role established; working relationships
- organisational approaches: which approaches are used?what are the contexts for ESL teaching and learning? which staff are involved? timetabling?
- process for English language and learning development: how to develop and implement stages in the process? type and range of ESL teaching available? what are the monitoring and assessment practices; how to report progress and achievements
- evaluate ESL teaching and learning: what are the structures and procedures? who is involved at each level of school staff? how to apply evaluation outcomes to ESL practices
Something new: I hadn’t really considered that evaluation of ESL teaching and learning would include every level of the school – I would have thought previously that assessing student gains and evaluating the individual programs would be all that was necessary or practical.
Something that confirms prior knowledge: that we should seek out ways to include students’ cultural and linguistic backgrounds when planning the curriculum
Something to investigate further: the possible ways to establish priorities for ESL teaching and learning programs: how to group students, how to establish curriculum priorities, how to determine prof dev priorities