The new EAL syllabus: implications, strategies and challenges for the Senior EAL classroom

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1 The new EAL syllabus: implications, strategies and challenges for the Senior EAL classroom

2 Hello! I am Gae Nastasi HOSES QCAA Panel Syllabus Involvement 2

3 3

4 Getting to know you 4

5 Questions? Tips? Confusions? Affirmations? 5

6 1. OVERview 2. CHALLENGES 3. unit PLANNING 4. STRAGIES for EAL STUDENTS 5. PLANNING 6. OVER to YOU 6

7 1 Syllabus OVERVIEW

8 Although there are multiple factors in the translation and enactment of curriculum/syllabus policy into practice, teachers play a central role in the realisation of their subject in their own classrooms.they... have choices in how to reframe or imagine alternative ways of being and acting in their classrooms (Stein, 2008, p.147) 8

9 CHANGES the new syllabus Alignment with English Rationale more refined Objectives explanations Pedagogical and conceptual framework Aesthetic features and stylistic devices Assessment Glossary Language table a6af77a28c43/syllabus/#sec_toc Eligibility statement 9

10 Why this syllabus? Focus on analytical genres EXPLICIT language acquisition and development foregrounded opportunities for language learning As EAL learners, students studying this subject must have opportunities to learn the language features relevant to the texts they study and create in the course, in particular, vocabulary, grammar and cohesion. 10

11 Syllabus objectives 11

12 Syllabus objectives Unit objectives Assessment objectives 12

13 13

14 Assessment summative English for ESL 2007/2009 EAL 2019 Number of assessment instruments 6 or 7 assessment instruments: 3 or 4 written 2 or 3 spoken/signed 1 post-verification either written or spoken/signed 4 assessment instruments: 3 written 1 spoken/signed Judgments about student achievement Based on an exit folio of at least 6 assessment instruments 3 internal assessments 1 external assessment Each assessment is worth 25% Assessment text categories and modes Written: 1 analytical text 1 persuasive or reflective text 1 to be response to literature at least 2 must assess all 3 criteria Spoken/signed: analytical at least one instrument must assess all 3 criteria 3 written: analytical response persuasive response analytical response (external assessment) 1 spoken/signed imaginative spoken/multimodal response 14

15 2 CHALLENGES

16 How teachers interpret and enact an approach are contingent on many factors, including the children in their room, their own histories, their professional knowledge, their experience and their pedagogical repertoires. It is also contingent upon what else is going on. (Comber, 2016, p. 403) 16

17 CHALLENGES Timing Nature of the cohort Depth vs breadth Meeting assessment requirements Language learning Prescribed text list? 17

18 TIMING DEPTH vs BREADTH To think about ~ How many weeks for each unit? Number of assessments in Units 1 and 2? Timing of Unit 3? To think about ~ nice to know vs need to know Overloading Time to process 18

19 TASK FORMATIVE Analytical & Persuasive? MIN. 1, MAX. 2 Imaginative & Analytical? MIN. 1, MAX. 2 SUMMATIVE Analytical Written Seen Question Supervised words No feedback on draft Persuasive Written Take-home words Imaginative Oral Spoken: 5 8 minutes Multimodal: 6 9 minutes (combination of at least two modes, one spoken) Analytical Written Unseen External words 19

20 prescribed TEXT LIST Requirement to study from the prescribed text list text planner.docx Student backgrounds and cultural familiarity with concepts in texts snr_english_eal_prescribed_texts_list_ pdf ACTIVITY: how can these texts be POSSIBLE THEMES.docx linked? As a group, brainstorm two texts that would suit your current cohort, and consider how Feed back to group 20

21 TEXTS Unit requirements In Unit 1, students must be given opportunities to engage in a study of: at least one text (selected from a prose text, a play, a selection of poetry or a multimodal text such as a film). Across Units 1 and 2, students must study at least three texts. The selection must include two of the following four categories: one play one prose text (novel or non-fiction or a collection of short stories) a selection of poetry (at least five poems) a multimodal text (film, documentary, multimedia, television program). Other types of texts that students could study include: essays interpretations of literary texts speeches mass media texts and social media texts, such as news and current affairs, advertising, YouTube, social commentary, blogs, vlogs, podcasts popular culture texts journal and feature articles everyday texts of work, family and community life live performances graphic novels and digital stories. 21

22 TEXTS Unit requirements In Unit 3, students must be given opportunities to engage in a study of: at least one literary text, from the prescribed text list (selected from a prose text, a play, a multimodal text such as a film, or a selection of poetry) and another text that may be literary or non-literary media texts, such as mass media texts, social media texts, news and current affairs, advertising, YouTube, social commentary, blogs, vlogs, podcasts, essays, speeches, popular culture texts, journal and feature articles. Across Units 3 and 4, students must study at least four texts from the prescribed text list. The selection must include at least three of the following four categories: one complete play one complete prose text (novel or non-fiction or a collection of short stories) a selection of poetry (at least five poems) multimodal text (film, documentary, television program). Other types of texts that students could study include: interpretations of literary texts live performances graphic novels and digital stories. 22

23 3 UNIT planning

24 CONSIDERATIONS Backwards mapping from assessment to develop cognitions and language necessary for completion of task Intentional use of cognitive verbs teaching of cognitions Development of all macro-skills (reading, writing, listening, speaking) On-going language acquisition Explicit teaching of cultural understandings Creating opportunities to develop academic speaking and collaborative skills Need to prepare students for external writing task through text type practice 24

25 preplanning Impact on depth and breadth of unit How long has your school allocated for each unit? Impact on number of formative tasks (units 1 & 2) Impact on types and number of learning experiences 25

26 walkthrough Sample Unit 1 ETAQ\1EAL 2019.docx 26

27 4 STRATEGIES for EAL Learners

28 learning EXPERIENCES Multi-tasking embedding and exploiting language learning opportunities and developing macroskills through texts and activities GUN CONTROL STIMULUS MATERIALS.docx School-Shooting-Gun-Control-Advanced doc final BOWLING FOR COLUMBINE workbook.docx 28

29 learning EXPERIENCES Focus on enhancing opportunities to develop academic communicative competence, especially orally images in BOWLING for COLUMBINE.pptx2.pptx In groups.docx 29

30 learning EXPERIENCES Explicit teaching of thinking skills eg analysis Language Table.docx Language Table - Student Copy.docx 30

31 5 over to YOU

32 in GROUPS... Look at the focus of Unit 1. On the planning sheet, devise an alternative unit outline for Unit 1 Consider text to be used, assessment and topic Outline a brief sequence of learning experiences Unit Plan Overview.docx 32

33 in GROUPS Now develop ONE learning experience in more detail Consider: syllabus objectives subject matter cognitions 21 st century skills language development opportunities how it will contribute to student success in assessment task 33

34 6 share

35 WHERE TO FROM HERE? 35

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