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Initially our inquiry was broad ranging in response to a perception that students recently arrived from different parts of Africa needed to have support for their wellbeing. This was due to the increasing numbers of students enrolling from the Adelaide Secondary School of English. After a survey of staff to map wellbeing concerns, it was clearly identified that the gap between the literacy levels of these students and their future study and career aspirations was a matter of immediate need. The inquiry question then was refined to: “How can we as a staff help to reduce the gap between literacy levels and future career aspirations for students from different parts of Africa, excluding South Africa?”
Woodville HS Demographics • Western suburbs, surrounded by Manufacturing industries • High levels of socio-economic disadvantage including highest socio economically disadvantaged area in SA • 60 % school card • Very multicultural with (over) 47 different cultural backgrounds.
Place the following on the map Egypt Sierra Leone Sudan Swazi Liberia Botswana Chad Congo Ethiopia South Africa MalawiUganda Somalia Algeria Kenya Guinea
Insights: • The negative impact on staff wellbeing of feeling inadequate to cater for the high levels of literacy needs of recent arrivals • The power of data to provide insights into student learning needs and to assist in the identification of priorities for professional development • The large gaps between the literacy levels of many students recently arrived from different parts of Africa and their further study and career aspirations • That a site should be wary of addressing only one aspect of wellbeing. Rather, the focus could be on something as particular as literacy (cognitive dimension) but must be considered against a backdrop of other wellbeing dimensions.
Recommendations for 2007 • Look at different models of ESL funding • That we have pre SACE bridging ESL classes • Whole staff T&D in the new ESL in the mainstream and/or accelerated literacy courses • A leadership position focusing on ESL/recent arrivals • Wider exposure to career and learning pathways
2007 Inquiry Question: • How can we close the gap between the ESL scales of students from different parts of Africa and the ESL scale needed fro schooling success and the impact of this gap on well being. • What structures and pedagogies best close the gap?
Structures adopted from recommendations. • ESL coordinator appointed • Literacy support centre established and staffed by ESL teachers. • TESMC (teaching ESL students in mainstream classrooms) focus for professional learning • Career advice and pathways for students and parents.
SCOPE OF THE PROJECT • Whole school approach linking a number of initiatives towards the common goal guided by our inquiry question. • Phase 4 Well Being Project • TESMC course • ESL Literacy support room • Innovative Schools Project (ESL transition case studies and mentor) • Adelaide Secondary School of English Transition program • International Students
PDSA(Plan, Do, Study, Act) To help with our inquiry, we decided to use a quality learning tool – PDSA.
STEP 1: 2 issues for improvement stood out: -literacy levels of African students -quality of teaching practice
STEP 2: Current state: many African students failing literacy Desired state: close the gap between the ESL literacy levels of African learners and their high aspirations.
Student needs – Community needs Needs of clients both students and teachers of African students investigated.
What do we want to measure? Indicators of performance identified. Two highlighted: -students success rates -student and staff perceptions and analysis.
Fishbone DiagramQuality Learning Tool Influences that effect the gap between ESL literacy levels of African learners and their high aspirations.
Inter Relationship Diagram (2,1) TRAUMA (0,2) (3,0) UNREALISTIC ASPIRATIONS DISLOCATION INTERRUPTED SCHOOLING LIMITED SCHOOLING (2,2) (1,3) *Our Inter relationship diagram showed DISLOCATION and INTERUPTED SCHOOLING as the driving forces of the issues.
Interrupted Schooling • Socialisation • Relationships • Trauma • Family Dislocation • Migration process (lack of documentation) • Support
Findings………. More information required from our African students eg history of schooling, family situation, experience of trauma, similarities and differences between different African groups.
AFRICAN STUDENTInterview - Joel Please note: The interview links are currently being investigated. Please check back later
SUPPORT MECHANISMS • Multicultural Youth • ARA • SYC – Youth central (homework centre) • Multicultural swimming lessons • Parks Health • SHINE SA classes for girls & boys on health and relationship issues. • MRC – Migrant Resource Centre (transition of new arrivals)
AFRICAN STUDENTInterview 2A - Kauch Please note: The interview links are currently being investigated. Please check back later
Kauch’s Story…….. • Realisation that computers are vital to learning • Australian government is good insisting new arrival students learn computing skills • 87 students in his year 8 class in Africa
Kauch’s Story…….. • Woodville is a large school with lots of different subjects • He met many African students who spoke Swahili and one in particular who happened to be from his own tribe to whom he could speak Dinka. • This made him very happy • The buddy system was helpful • He got more help from teachers which gave him confidence to tackle assignments on his own • He was taught to research.
Kauch’s Story…….. • Hard living here without his immediate family but even harder when he speaks to them because it makes him sad and distracts from his schooling • Appreciates how his uncle took care of him • Big problem for African kids not having family here to support them
Kauch’s Aspirations • be an accountant • own a car • get money • a wife • help others - from similar backgrounds
AFRICAN STUDENTInterview 2B - Kauch Please note: The interview links are currently being investigated. Please check back later
Success Story…. • Improved ESL scale • Successful completion of SACE • Received the Academic Excellence Award for Stage 2 Tourism • Increased self confidence and exceptional relationships with peers and staff • Focused on future goals • Active member of his Catholic Parish and is nurturing and involving young men in youth programs in the local church community.
2008 an on going process……
