Supporting Hearing Impaired LBOTE and ESL students December 2009

1. 1 Supporting Hearing Impaired LBOTE and ESL students December 2009 Bernadette Cooke Multicultural/ESL Consultant 7-12 Sydney Region Phone 95822871

2. 2 Definitions Language background other than English (LBOTE) A LBOTE student is one who speaks a language other than English in the home or whose parent(s) / guardian(s) speak a language other than English in the home. English as a Second Language (ESL) An ESL student is a LBOTE student, who requires support to learn the English language in order to participate fully in an educational environment to reach their potential.

3. 3 What is the difference between LBOTE and ESL?

4. Acknowledging the cultural / linguistic background of LBOTE families Every culture has its own customs including attitudes to education and disability. Help in supporting LBOTE parents to understand and to be a part of the education of their child can be obtained by contacting the Sydney Region Community Information Officers (CIO) Tana Tuake Phone: 9582 2858 Mark Yan Phone:9582 2853 4

5. Learning a second language 5

6. Acknowledging the cultural /linguistic background of LBOTE/ESL students Every language has its own structure. ESL students bring their knowledge of their 1st language to the learning of their 2nd language. 6

7. 7  Controlled, guided, independent activities which interact with text (oral, reading, writing) Talking and listening before reading

8. BICS is the language used for personal or social purposes e.g. the playground and other social situations. It is the language first used when students begin the process of acquiring a second language. its purpose is obvious the context is familiar the audience is face-to-face and is known it is dependent on the physical and visual context and non-verbal cues (contextualised) It takes up to 2 years for a newly arrived ESL student to be fluent in BICS. Hearing impaired students would most probably take longer than this. 8  BICS and CALPBasic Interpersonal Communication (BICS)

9. BICS and CALPCognitive/Academic Language Proficiency CALP is academic language which: - is less supported by context, ie �decontextualised� requires language associated with higher order thinking skills (hypothesising, evaluating, etc) takes from 5 to 7 years to develop in a second or other language with ESL support. ESL students who have CALP in their 1st language, will, with help, be able to transfer this ability to English. ESL students who have had interrupted schooling or who are hearing impaired, may have only limited CALP in their 1st language, and may take longer to acquire CALP in English. 9

10. BICS and CALP From Stages 2 to 6, students are learning and using these two types of language concurrently 10

11. 11 Learning English LBOTE and ESL

12. Activity 1Supporting hearing impaired ESL students  1. Why do LBOTE and ESL students find it difficult to read? 2. What added difficulties do hearing impaired LBOTE and ESL students have? 12

13. 13  LBOTE /ESL learners may not: have the background knowledge or cultural knowledge to predict what they will read have the language knowledge to break down complex texts be familiar with the text structure be able to identify the key words ESL learners are learning to read in English as they learn about English and learn through English.

14.  Factors that make learning a 2nd language difficult for hearing impaired ESL students. Pronunciation and listening difficulties in their first language makes learning a second language even more difficult for ESL students who are hearing impaired. 14

15. 15 Support for ESL students in reading. Schema. The greatest need of ESL students in reading is the cultural context and knowledge which is embedded in the text. Schema: the �in-the-head� knowledge from prior experience. knowledge of content - background or world knowledge. knowledge of genre- organizational forms and structures of written texts. knowledge of language and grammar.

16. 16 Activity 2. Dictagloss  Building grammatical knowledge through content. You will hear the text 3 times 1st Reading� listen for understanding 2nd Reading- listen for content words Talk in your group - try to reconstruct the meaning of the text. 3rd Reading� check for meaning. Finish constructing the text. Check punctuation and spelling

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18. Activity 2. Dictagloss for the hearing impaired Give the student/s the text to read as it is spoken aloud by the teacher. The student must put this away when working with the group to reconstruct the text for meaning. The hearing impaired student uses their knowledge of grammatical structures and genre organisation combined with their memory to contribute to the group discussion. This activity develops their listening and speaking skills as well as building their grammatical knowledge. 18

19. 19 The effect of prior experiences on schema Cultural experiences - affects the way readers understanding individual concepts, including different interpretations. (Humour is particularly prone to misinterpretation). e.g. Concept of 'full moon�. In Europe, it is linked to horror stories and madness. In Japan, it links to beauty and moon-viewing parties. Educational experiences - knowledge of different types of text, their purpose, audience, register, text organization, language structures, vocabulary and grammar.

20. 20 Strategies to activate schema in reading 1. Building cultural background knowledge. Predict from headings/ sub headings, graphs Use real-life cultural experiences of students Predict key concepts /vocabulary build from visuals Categorise ideas, events, vocabulary Video clips, lectures / demonstrations , discussion of key vocabulary/ concepts, role-play. 2. Using prior knowledge and experiences: Questioning Brainstorm student experience/ knowledge Preview text - title, subheadings, figures, visuals Predict events, conflicts and vocabulary based on personal experiences

21. 21  ESL students need experiences with reading for a range of purposes. They need to: Engage with a variety of texts for different purposes including literary, factual and media texts Identify the structure and features of different types of texts and consider how these support the purpose of the text. Make comparisons between different texts. Build both schema and textual memory to understand cultural references; cultural stores, allusions, sayings, idioms.

22. 22 Syntactic KnowledgeKnowledge of the structure of the language Parts of speech and their functions Sentence structure � simple sentences -clauses and phrases -complex sentences containing embedded clauses. Reference words Conjunctions - linking ideas. Help the ESL reader to predict what comes next. Complex noun groups Nominalization - a feature of academic text Ambiguity- homophones, substitution. E.g. John bought a red pencil and Mary a blue one. Cohesion - the way writers link phrases, clauses and sentences into a coherent whole.

23. 23 Building Language schema Graphological- phonological knowledge Includes the relationship between sounds and letters, common English letter clusters and whole words. Important: Different words can have different meanings according to context. Grammatical information includes such things as text organisation, sentence structure, word order and agreement of verb and subject

24. 24 Activity 4 Using an anagram to demonstrate the use of graphological / phonological and grammatical knowledge to understand text

25. 25 Anagram- graphological / phonological / grammatical knowledge in action Clue: Deplorable figures clad in tatters (11) _ _ _ _ _ _ _ _ _ _ _

26. 26 Anagram � graphological / phonological / grammatical knowledge in action Clue: Deplorable figures clad in tatters _ _ _ _ _ _ _ _ F _ _

27. 27 Anagram- graphological/ phonological/ grammatical knowledge in action Clue: Deplorable figures clad in tatters _ _ S _ _ _ _ _ F _ _

28. 28 Anagram- graphological/ phonological/ grammatical knowledge in action Clue: Deplorable figures clad in tatters DISGRACEFUL

29. 29 Anagram- graphological/ phonological/ grammatical knowledge in action In your group, explain to each other the process you used to solve the anagram.

30. 30 Deplorable figures clad in tatters As a reader, you understood that deplorable was an adjective ( _able), therefore you needed an adjective as an answer. Using the letter �F�, you understood that adjectives can end in the suffix, �ful�. Using the letter �S�, you knew that the prefix �dis� heralds a negative connotation. With your width of vocabulary knowledge, you could then guess at the word disgraceful.

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32. 32 ... Guided reading activities to: understand intended impact of message e.g. 3 level reading guide interpret variety of text including identifying purpose engage students in negotiating meaning of text Support the recognition of cohesive ties to follow meaning across a text. Explicitly teach the use of reference words e.g. Me, she, he, we, it, his, hers, they, their, them, the, this, those and that Explicitly teach conjunctions .

33. 33 SUMMARY.Strategies to support LBOTE/ ESL students Teach reading using good ESL pedagogy Controlled, guided, independent activities which interact with the text Talking and listening before reading

34. Activity 3A and 3B: Building Cultural knowledge and Educational experiences Groups will look at one of two texts: People on the Manor or Mountain lands In your group, discuss how the activities build cultural schema and educational schema Can you suggest other activities for hearing impaired ESL students? 34

35. 35 Activity 3.Engaging with Factual texts Mountain Lands