WORKSHOP ON

TESOL
By Tess Parton
S00135139

SOCIO-CULTURAL KNOWLEDGE
REQUIRED BY THE TEACHER

Understanding the students background is essential. It not only specifies what strategies the

teacher should employ for maximum language acquisition but also to comprehend how and why
they interpret situations differently. These differences in thinking styles come in the forms of
customs and rules. To educate your student, you need to understand them and their cultural
traits. The common variations of customs and rules are shown mostly in conversation. These
include;

Openings and closings (using abrupt or inappropriate expressions)

Forms of address (using first name implies intimacy or superiority in some countries)
Non-verbal cues (kinesics/ body language- eye contact and stance, proxemics- distance between

speakers and body contact, paralinguistic- volume and pause) these can change how a message
is received or given.
Topics of conversation ( lack of formality means they may ask personal questions or talk about

taboo topics)
Speech acts (turn taking, apologies, reciprocating questions, compliments and invitations)

These forms of expression can alter how the students message is received by others. As a teacher
you need to accommodate for how the student articulates themselves and at the same provide
models or highlight how your culture behaves in those situations.

SOCIO-CULTURAL KNOWLEDGE CONT.

Conversations, customs and rules are only part of the picture. This explains

how a student behaves but not necessarily why. Majority of EAL learners in
Australia are refugees from war-torn countries. This trauma, impacts on the
student socially, psychologically and physically. In serious cases they suffer
from PTSD, which can effect their cognitive functions and overall wellbeing.
The most common effect observed is anxiety. As they are in a new

environment and need to understand new customs and rules. Their families
have the added stress of establishing financial security within their new
community. At school they are expected to participate in a language that is
unfamiliar, with a teacher who uses a different teaching style with different
content and materials.

These feelings of unfamiliarity can lead to students to feel marginalised or

that they dont belong. This is a forerunner of being pessimistic about their
future and therefore impacting on their overall motivation to learn.

To understand the student you need to embrace where they have come

from, what they have experienced and how you can use their prior
knowledge and experiences to assist them in their learning. That because of
their past, they may be reluctant at first but with encouragement and
perseverance you both may achieve your goal.

WHAT CONSTITUTES AN EAL

LEARNER
EAL/D students are those whose first language is a language or dialect other than English

and who require additional support to assist them to develop proficiency in English. EAL/D
students come from diverse multilingual backgrounds and may include:

Overseas or Australian-born students whose first language is a language other than English
Aboriginal and Torres Strait Islander students whose first language is an Indigenous

language, including traditional languages, creoles and related varieties, or Aboriginal

English.
EAL/D is the educational acronym that refers to those students whose home language is a

language or dialect other than Standard Australian English (SAE) and who require
additional support to develop proficiency in SAE, which is the variety of spoken and written
English used formally in Australian schools. The acronym EAL/D foregrounds the English
language learning needs of Aboriginal and Torres Strait Islander students who speak an
Aboriginal or Torres Strait creole, or a variety of Aboriginal English, as their home language,
as well as those who speak a traditional or heritage Indigenous language; and of migrant
and refugee students who speak an English-based creole, pidgin or dialect as their home
language, as well as those who are learning English as a second or additional language
(ESL/EAL).

HOW CHILDREN LEARN THEIR

FIRST LANGUAGE

Vygotskys zone of proximal development indicates that

children first learn from their immediate environment. This
means that their first influence is usually from family or people
within whom they come into regular contact with.
It is
during this time that both verbal and non-verbal traits are
learnt and modified;
Behaviours of conversation are learnt through imitation

(knowing how close to stand when talking and appropriate

eye contact etc.)
Due to support from an adult, they have multiple

opportunities for one on one discussions (meaning immediate

feedback and it is tailored to childs needs)
As it is in a risk and stress free environment, the child can

experiment with language and know that it will be accepted

and interpreted e.g. goed is changed to went

LINGUISTICALLY THE STAGES OF DEVELOPMENT ARE;

Stages

Words

Reading

Writing

Beginning

Begin to scribble

Handles a book, turns

pages, looks at pictures

Pretends to write on paper

with crayons, paint or
pencils

Separated scribble the

represents writing and
the more free-flowing
scribble
Earlyemergent

Uses scribble with

random letters and
numbers

Listens to book read aloud,

joins in with book reading
Chooses favourite book,
joins in read aloud,
memorises rhymes and
predictable books

Uses initial consonants to

write words e.g. P for
Turns pages, left to right
people
Emergent

Records the initial and

final sounds in a word

Begins to grasp concepts

Understands that signs and

symbols tell a message
Scribble can contain
drawing and writing
Invents some letters and
repeats
Beginning of directionality
Copies some letters

Writes letters and words.

Leaves spaces between
Left to right, top to bottom
words
Begins to use vowels and
Begins to understand
consonants e.g. PEPL for Reads word-by-word
sentence and some
people
matching spoken word to
punctuation
print. Can retell simple story Understands that another
person can read their

Stages

Words

Reading

Writing

Early

Can write many high-frequency

words
Can write many one-syllable three
and four letter words including
blends
Can write one-syllable word
families with onset and rime
Building a vocabulary if topic and
interest-based words

May still read word by

word matching printed
with spoken words
Uses multiple sources
of information and self
corrects
Adjusts reading style to
type of text. Retells in
sequence. Increasing
fluency of reading

Writes about topics that

are meaningful
Can write simple
sentences
Is aware of and can use
most forms of punctuation
May use repetitive
sentences

Transitiona Uses a range of strategies to write Reads with more

l
words; visual for high-frequency
fluency in phrases
words, phonics and morphology
Can retell main ideas
and summarise
Recognises that some sounds are Variety of strategies to
represented by two letters e.g.
comprehend text
Ship
Extending

Uses visual, morphological and

phonic strategies to spell complex
words

Can write several

sentences with several
ideas and includes
punctuation
Records own ideas. Check
spelling and punctuation
Speed of writing increases

Changes reading style

Writes a range of text
to match text types
types for different
Uses wide range of
audiences
strategies to identify
Revises, edits and
These stages depict the students capabilities in all four strands. Though listening and speaking arent explicitly stated, there
Vocabulary
suited the
to reading
different
words
proofreads
are elements
thread throughout
and words. It is new
also implied
that students should have already
incurred listening
and speaking skills through the zone of proximity.
genres
Can interpret text types Construct paragraph with

THE FOUR STRANDS:

The four strands depict the structure of what students knowledge is and breaks them
into separate groups. For them to fully acquire their first language they need to have a
balance between all four strands (reading, writing, listening and speaking)
The stages are;
1. Learning through meaning focused input; learners attention is on ideas and
messages conveyed by language. For this to be successful they need to make
comparisons with other learners.
2. Learning through deliberate attention to language items and features e.g. sounds
and spelling, grammar and explanations. If they can engage in explicit and implicit
learning, it can speed up language acquisition.
3. Learning through meaning focused output; speaking and writing others ideas.
During this stage they are pushed to focus on grammatical influences when
attempting to speak.
4. Developing fluent use of known language items and features of all four skills; this
means processing language in real time with no effort and its fluent and accurate.
Each stage is influence by one or a combination of the different strands. For the
student to learn their first language they need to develop these skills, through practice,

HOW CHILDREN LEARN THEIR SECOND LANGUAGE

Second language learners are not as fortunate as first language learners as majority of

their learning occurs within school hours.

This means;
They are heavily reliant on their teachers and peers for support.
They have limited access and modification cannot always be conducted.
They feel unsafe to explore or develop own vocabulary out of fear of making mistakes.

These barriers hinder the students process in acquiring a new language, however, as
they are immersed in this culture 32 hours a week, they will slowly but gradually gain
more insight.

HOW CHILDREN LEARN THEIR SECOND LANGUAGE

CONT.
Acquiring a second language has a similar process to that of a first language.

That being you usually listen, then speak, then read and finally write.

However, because these student may have already achieved all four strands in

different language their language acquisition can no longer be seen as

isolated. They are seen as pluralinguistic, meaning they have more than one
language they are learning.

This process can be difficult as prior-knowledge of their language structures

can influence how they approach/strategies used to understand the new

language e.g. knowing tion can make a sh sound. This process means that it
will take student longer and be more difficult for them to motivated to persist.

This reluctance is evident when attempting to extend vocabulary. Students will

often stick with simple phrases for fear of mistakes. However, this becomes a
problem later as the fewer words you know the less you can explain.

Their past language will always influence and effect how quickly they can
acquire their new language.

USING 1ST LANGUAGE TO LEARN 2ND LANGUAGE

Even though the first language can be seen as a hindrance, they can use their

first language in moderation to effectively to contribute to the understanding

of content.

Some students engage;

Code switching- Alternating between both languages in a conversation

(using L1 when they cannot express clearly using L2)

Translanguaging- using strategic employment of multiple semiotic resources

to act, to know and to be, to mediate complex social and cognitive activities.
Clarification of concepts- Asking questions in L1 to gain a clearer

understanding of what is being said in L2.

The use of L1equivalents to assist L2 enables students to reinforce their
understandings.
This depicts pluralinguistic strategies. Although the cannot use the same
strategies for a different language. They are able to create a whole new strategy
to use their first language to support their new language.

STRATEGIES FOR LEARNING 2ND LANGUAGE

Linguistically they develop similar to L1 with a few exceptions such as time and

prior language influences that impact on their language acquisition.

However,
there are at least three similarities in their process of
language attainment.
They are;

Telegraphic speech and content word- using simple words initially and knowing

common words e.g. I like to run

Gradual approximation and standard forms of grammar- Shaping grammar to

fit with what they know e.g. ranned instead of run.

Chunks of language and routine phrases- grouping words together or using

common phrases e.g. As light as a feather

Depicting, that although everything is different in the beginning, they can find
similarities between their old language and new and use their prior
experiences/strategies to engage in and develop their own understandings of
language.

IMPLICATIONS OF KNOWLEDGE FOR EAL TEACHING;

STRATEGIES

Besides repetition and modification of work. A huge emphasis is placed on teacher modelling, use of
emotions/experiences and the use of visuals within the classroom.
Modelling is said be completed in three phases;
Modelling activity- teacher demonstrates how a task or conversation is to be conducted. The

teacher needs to be explicit, so that there are no miscommunications or confusions. This is where
the use of a visual or concrete material can help aid in the students initial understanding.
Transition to joint construction- students in groups/pairs discuss and work together to

complete the task. This process is so students can clarify their ideas in a safe environment. This
one on one aspect allows students to receive instant feedback from one another and gain
communication skills.
Independent construction- finally completing the task on their own. This should be attempted

after modelling and transition. The students also need to be aware that their work is always a
work in progress never an end product. This idea of completion makes it difficult to begin an
activity as they have high expectations and fear they cannot reach these standards; also as it is a
work in progress they are free to continually change and edit their own work.
It moves from expert, to peer, to self; allowing students to gain communication skills and complete
the task with constant support.

EAL TEACHING STRATEGIES CONT.

Emotions/experiences are said to be the strongest creators of meaning and formation of

memory channels. Most EAL students prefer to write about themselves or things they are
knowledgeable about. This aspect could be used when trying to expand vocabulary, as
they are familiar with the topic and therefore will be more willing to take risks/experiment.

Visual support is essential as language is not developed as an isolated mode of

communication its relationship with imagery is vital. It is said that visual and verbal forms
of communication are innate in a child- drawing demands its development and cultivation
as imperatively as does speech e.g. visual elements, verbal or gestural/actions. It
promotes a deeper learning, understanding and retention of material.

Besides allowing students to draw deeper connections, it also acts as a support for verbal

instructions. If students dont know a word, but are shown an image of it, the meaning is
not lost. Likewise to increase vocabulary you could sticky note objects in the classroom in
English, so as to create a constant learning environment.

These strategies of having visuals, using experiences and modelling; allows the student to

feel familiarity and security if they dont initially understand. This allows the student to feel
less anxious and therefore more willing to challenge themselves further.