Nura Primary School Staff professional development day
Naru primary school • Small Primary located school in Darwin • 300 students, 60% Aboriginal • Aims to enhance & support bilingual education in stage 2 In 2013 NuraPrimary School aims to focus on delivering innovative, whole school approaches for all students to achieve success in Literacy & Numeracy. This will include the utilisation of digital learning technologies in teaching and learning as we prepare our students with the skills and creative thinking required for the 21st century.
Consider this… “What if the curriculum is experienced as ‘other’ by young people who feel that their cultures are not acknowledged by the schooling system they experience daily?”(A. Welch, 2007)
What are Our main issues? • 1. Loss of cultural identity • Eg Loss of home dialect, acceptance • 2. Challenges for teaching and learning in multicultural classroom • Eg. Preparing students for the 21st century, teacher attitudes, lack of training
1) Loss of cultural identity • C. Diaz & N. Harvey (2007): “Growing up bilingual is about negotiating social and cultural identity on a daily basis. This process has direct implications for children’s attitudes towards their own language and the learning of the dominant language” Strategies: • Utilise and draw on prior knowledge from cultural backgrounds • Support Aboriginal students home language through inclusive curriculum
ACTIVITY: Wall wisher Diaz & Harvey (2007) strategies: 1.Utilise and draw on prior knowledge from cultural backgrounds 2. Supports Aboriginal students home language through inclusive curriculum Activity: Wall wisher – allows students to use their prior knowledge and language to write small segments about a particular topic at their level. It allows students to record, remember and revise information they have written enabling students to reflect on their culture and language and prior knowledge. OR: Little Bird Tales is also a suitable activity which exposes students to visual constructions with limited amounts of writing ESL DIFFERENTIATION Provide a subject or visual stimulus to scaffold their writing
2)Challenges for teaching and learning in multicultural classroom • P. Gibbons (2008): “Language-minority students must be provided with an equal opportunity to learn the same challenging content and high level skills that school reform movements advocate for all students” Strategies: • Mixed groups and joint construction • Ideas can be expressed from home language into second language to share concepts
Activity: Collaborative blogs Gibbons: 1.Mixed groups and joint construction 2. Ideas can be expressed in home language into second language to share concepts Activity: Blogs– Online writing opportunities. Students are more inclined to want to do this activity than write on paper. Gives students the opportunities to interact with other cultures while being exposed to literacy ESL DIFFERENTIATING Provide stimulus topics to talk about. ESL students can write in their own language if necessary.
Activity: Voice threads Gibbons strategy:Ideas can be expressed from home language into second language to share ideas Activity: Voice thread – this gives students the opportunity to record their own voice as well as write small amounts of text ESL DIFFERENTIATING ESL students write and record in their own language and later in English to compare and share with class
References • Diaz, C., & Harvey. N (2007). Other Words, Other Worlds: Bilingual identities and literacy. In Makin L., Diaz, C.J, McLachlin C. Literacies in Childhood Changing Views, changing practice. Marrickville, NSW: Elsevier. • Gibbons, P. (2008). “it was taught good and I learned a lot”. Intercultural practices and ESL games in the middle years. Australian Journal of Language and Literacy. 31 (2) 155-173 May Gibbons 1949 • Welch, A. (2007) Cultural difference and diversity. In R. Connell, C. Campbell, M. Vickers, A. Welch, D. Foley, & N. Bagnall (Eds) Education Change and society(pp. 155-187) Melbourne, Australia: Oxford University Press