Finding out about learners’ language and schooling backgrounds
Prompt: What does the Afghan student say about what she finds difficult in English?
Finding out about learners’ prior knowledge
Question to ask before viewing the Hot Potato strategy:
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Prompt: What reasons does the teacher give for circulating around the groups as they work?
Using approaches that build on prior knowledge
Prompt: Note how the teacher amplifies her language when giving task instructions. (Try and visualise, try and make a picture in your mind).
Prompt: What does the Afghan student say about the benefit of using her first language (L1)? (Follows the listening task - What I can see and What I can hear).
Recycling the use of the same language in different ways
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Prompt: What does RIQ stand for? What is the purpose of the RIQ task?
Using approaches that include listening, reading, viewing, speaking, writing and presenting
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Planning the learning tasks so that all learners are actively involved
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Use the description of the strategy on ESOL Online as a text for ‘reading in four voices’.
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Making the lesson comprehensible to all learners
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Prompt: What does the student say about the benefit of wall charts?
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Writing frames:
The Year 9 teacher uses the Selections series as her initial text. The Selections series provides appropriate, high-interest, theme-based reading for English language learners in years 7-13 who find the usual classroom reading material more difficult. Audio and teachers’ notes are available.
Other appropriate resources to support English language learners:
Finding out about learners’ language and schooling backgrounds
Prompt: What does the Mandarin speaker say is most difficult for her in English?
Finding out learners’ prior knowledge
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Use these words to practise a vocabulary jumble: lexical word, clusters, grammatical word, collocation, receptive vocabulary, modals, auxiliaries, nouns, phrasal verbs, adverbials, tense, active vocabulary, clines, productive vocabulary, frequency
Using approaches that build on prior knowledge
Prompt: What are some of the ways that diverse students can be used as an asset in the classroom?
Giving learners many opportunities to first notice and then use new language
Prompt: What is the purpose of using the words from the vocabulary jumble in a different task?
Recycling the use of the same language in different ways
Prompt: What does the student say about the value of reusing key words in different ways?
Using approaches that include listening, reading, viewing, speaking, writing, and presenting
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Prompt: How would you stop individual students dominating in group work?
Prompt: What does the Mandarin speaker say about the value of having time before speaking?
Prompt: What does the student say about the focus on text structure?
Planning the learning tasks so that all learners are actively involved
Prompt: What does the teacher say about the benefit of group work?
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Prompt: What do the teacher and student say about the value of reflection at the end of a lesson?
Prompt: If you have watched the whole of the Year 11 sequence, reflect on how the tasks are sequenced to support the outcomes at the end.
English Language Intensive Programme Years 7-13 Resource (ELIP). See Stage 3: Oral Language (4) and Reading (9), for example.
Setting the learning context
Prompt: What does the student say about the value of the story graph?
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Giving learners many opportunities to first notice and then use new language
Prompt: What do the students say about what helps them work out word meanings in text?
Reading Overview Grid (a type of advance organiser that clarifies a purpose for reading)
Some other advance organisers:
Prompt: What do the students say about the value of group work?
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Recycling the use of the same language in different ways
A double entry journal is used here for... If I had been the teacher I would have...
The teacher says the value of the journal is... In my class I would use it for...
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Using approaches that include listening, reading, viewing, speaking, writing, and presenting
Prompt: What does the student say helps him learn?
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Planning the learning tasks so that all learners are actively involved
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Other appropriate resources to support English language learners
English Language Intensive Programme Years 7-13 Resource (ELIP) See Stage 3: Reading (6) and Writing (12 and 14), for example.
Finding out about learners’ language and schooling backgrounds
Prompt: What does the student say about his role helping newly arrived students?
Prompt: How does the teacher find out about the students’ Social Studies skills and knowledge?
Prompt: What does the teacher say about integrated rather than withdrawal classes for ESOL students?
Finding out learners’ prior knowledge
Prompt: What does the teacher say about the importance of having both a language and content focus?
Prompt: In what ways might the following tasks based on the Pasifika high achievers text be expanded to include the ethnicities of non-Pasifika students in the class?
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Prompt: What do you notice about the students’ language when they use the speaking frame? How would you extend your students with a speaking frame?
Using approaches that build on prior knowledge
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Giving learners many opportunities to first notice and then use new language
Prompt: What is the role of the concept star in the next step in the sequence?
Prompt: How does the teacher use first language (L1)?
Prompt: How does the teacher use the ideas in this dictogloss in another way at the end?
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Making the lesson comprehensible to all learners
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Prompt: The students use their mother tongues (L1). What conditions are needed in the classroom for this to happen?
Prompt: How does the teacher provide support to different language speakers?
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Using approaches that include listening, reading, viewing, speaking, writing, and presenting
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Oral Language in the Introduction and Years 9-13 The English Language Learning Progressions (ELLP)
English Language Intensive Programme Years 7-13 Resource (ELIP)
Finding out about learners’ language and schooling backgrounds
Prompt: What does the Samoan student say about her language background?
Prompt: What does the Chinese student say about his use of dictionaries/friends?
Finding out learners’ prior knowledge
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Prompt: What does the teacher say about having a language focus?
Note especially:
Using approaches that build on prior knowledge
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Planning the learning tasks so that all learners are actively involved
Writing Definitions
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Prompt: How does the teacher support the students in doing this?
Prompt: How does the teacher build in reflection at the end of the lesson?
Prompt: What is the role of the bilingual tutor? How would you use a bilingual tutor?
Prompt: What is the purpose of the quick activity the teacher does at the end of each lesson?
Using approaches that include listening, reading, viewing, speaking, writing, and presenting
Explanatory notes:
We are learning to.... (Walt)
What I am looking for...... (Wilf)
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The teacher explains the process and writes the verbs on the board, with each verb on a new line. The students retell the process using the verbs as prompts. They then write down the process and compare their version with the original. The benefits are that students focus while listening. They also notice and use correct verb forms and can use the verbs on the board as a scaffold for their writing. The students listen, read, speak, and write. This helps learners tofocus on forms of words.
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Prompt: How could the student who asks “[What is] that long word, that ‘c’ word?” be supported more to learn the word well?
Linking learning to real life
Prompt: What does the teacher say about how to sequence a lesson?
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Prompt: What does the student say about her role as an expert?
Setting the learning context
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Prompt: How does amplifying text (adding another explanation) help English language learners? (harvested - picked)
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Note: In the Say It! the student talk is brief. Discuss ways that you could assist students to extend their talk.
(A1) You are the teacher – How might the student talk be extended?
(A2 ) You are the teacher – Why did you use the Say It?
(B1) You are a student – Would you rather use a Say It! in a small group or in the large class?
(B2) You are yourself – In what context could you use this technique in your classroom?
Prompt: On reflection at the end of the sequence of tasks, what does the teacher say she would do another time?
See English Language Intensive Programme Years 7-13 Resource (ELIP), for different types of verb patterns (Stage 2: 3 Oral Language, recount, for example).
Focus On English: English for Science 5 – Weather; English for Science 6 – Conservation
English Language Intensive Programme Years 7–13 Resource (ELIP), Stage 2 Reading: 10 &19 (description), 14 & 20 (explanation); Stage 3: 12 (description), 8 & 16 (explanation).
Finding out about learners’ language and schooling backgrounds
Prompt: What do the students say is difficult?
Finding out learner’s prior knowledge
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Prompt: What does the teacher say is the value of prior knowledge?
Prompt: Why (says the student) is it important to make connections from English to the first language (L1)?
Linking learning to real life
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Giving learners many opportunities to first notice and then use new language
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Guided Writing (statement, explain, example, why it is important)
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Setting the learning context
Listening Dictation (Title, axes, lines, label)
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Giving learners many opportunities to first notice and then use new language
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Using approaches that include listening, reading, viewing, speaking, writing, and presenting
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Setting the learning context
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Linking learning to real life
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English Language Intensive Programme Years 7-13 Resource (ELIP)
Published on: 23 May 2022
