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beginning esl support material for primary new arrivals introduction department of education early childhood development victoria department of education training acknowledgments beginning esl support material for primary new arrivals was written to support the teachers of newly arrived primary students who are new to learning english it was written by a team of primary esl teachers and esl project officers from the esl strategy team department of education training victoria project managers pam luizzi janet saker writing team valerie astbury ronda doyle pam luizzi catherine mcmahon janet saker illustrations valerie astbury gavin o keefe graphic design ron joosten the writers gratefully acknowledge the contribution of material from the following primary english language schools and centres blackburn debney meadows footscray springvale beginning esl support material for primary new arrivals first published 1997 reprinted 1999 updated and reprinted 2002 updated and reprinted 2004 updated and reprinted 2006 updated and published as a cd-rom 2008 published by esl unit targeted programs branch 33 st andrews place east melbourne 3002 © copyright state of victoria 2008 this publication is copyright no part may be reproduced by any process except in accordance with the provisions of the copyright act 1968 permission is hereby granted for purchasers to reproduce student material masters from the book in quantities suitable for teaching purposes and for non-commercial use in all other cases written authority must first be obtained from the manager copyright services department of education and early childhood development gpo box 4367 melbourne 3001 authorised by the department of education and early childhood development 2 treasury place east melbourne victoria 3002 isbn 0 7306 9017 2 page ii[close]
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department of education training victoria development victoria department of education early childhood beginning esl support material for primary new arrivals introduction bibliography contents introduction unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9 unit 10 unit 11 unit 12 unit 13 unit 14 unit 15 unit 16 bibliography appendix school me my body actions feelings family and friends clothing food houses plants time weather and seasons road safety and transport australian animals farm animals folktales and fairytales page page 3i[close]
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beginning esl support material for primary new arrivals introduction department of education training department of education early childhood development victoria introduction purpose the purpose of this book is to provide practical support for teachers of newly-arrived english as a second language esl learners it is intended to be used with esl learners who · have minimal or no english · are in the primary years 26 · have literacy skills in their first language · are in a mainstream class in a school that is not familiar with the needs of newly arrived students the book will for useful for · teachers in mainstream classes who may be unfamiliar with the needs of esl learners new to learning english · esl teachers the units are not arranged in order of difficulty the worksheets within each unit are generally sequential but do not always need to be completed in the order they are presented teachers need to decide which units and activities are most appropriate for individual students and which make the most appropriate links to the work that the other students in the class are doing for example if the class is working on a health theme working with the new student on the my body unit will help him/her to take part in what the other students are doing the units the first six units focus mainly on building interpersonal language unit 1 school unit 2 me unit 3 my body unit 4 actions unit 5 feelings unit 6 family and friends the following ten units focus mainly on the teaching of topic language that can assist your esl learner to take part in class themes or topics the units of work the material in this book is not intended to provide a full esl learning program for students but aims to supply teachers with easy-to-use resources which support oral english language work in the classroom this book is organised in units of work that are particularly suitable for newly-arrived esl learners these units will help to familiarise students with the basic english that will assist them to operate in the classroom and that will provide them with the means to communicate simple wants and needs in english and to take part in classroom activities students who are able to use english for this kind of basic communication will settle more quickly into their new school and will be able to take part in everyday classroom life more quickly it is important that the worksheets accompanying the units are used only to consolidate language that has already been taught and practised orally by the student unit 7 clothing unit 8 food unit 9 houses unit 10 plants unit 11 time unit 12 weather and seasons unit 13 transport and road safety unit 14 australian animals unit 15 farm animals unit 16 folktales and fairytales page ii 4 back to contents[close]
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department of education training victoria development victoria department of education early childhood beginning esl support material for primary new arrivals bibliography introduction each unit provides learning outcomes likely from the theme a list of functional language likely language structures a vocabulary list references to books and resources that provide additional activities or information around the theme worksheets that can be photocopied or adapted for use and information about how to use them additional resources that support the theme such as games songs rhymes suitable reading materials and further references adverbs of frequency often never always sometimes quantifiers some many all none no a few sequence words first next before after conjunctions and but modals can will might must never particular topics may lend themselves especially well to teaching some of the above and it is useful to extend units into these areas once your student has learnt the basic vocabulary as in the following suggestions `clothes and adverbs of frequency for example i never wear a hat i always wear shoes i sometimes wear a jumper `houses and prepositions for example the bedroom is next to the bathroom the bookcase is behind the tv the saucepan is on the stove `my body and possessive adjectives for example my leg her arm your hair `food and quantifiers for example some eggs a few oranges many bananas no pies `plants and sequence words for example first we planted the seed then a shoot began to grow next a leaf grew collecting student work the unit worksheets along with other activities developed from ideas found in other books will build up over time into an important resource and reference for your student make sure your student keeps worksheets in a folder or pastes them into a scrapbook and that work from other activities is recorded in an exercise book collecting worksheets will also help both you and your student to see the development that has been made in learning english and will help you to assess your student s progress teaching grammar through themes although this document promotes an interestbased or topic-based theme approach as a useful way of organising english language learning for your student this is not the only way of organising a teaching focus you may also like to organise some teaching that focuses on grammar for example on particular kinds of words pronouns you i me him her them possessive pronouns my your his hers theirs prepositions in next to on near behind between in front of around above demonstratives this/that these/those adapting a class theme or topic for a new arrival new arrivals should be included in the class program whenever possible however it is not always possible for the new arrival to be meaningfully and purposefully included in all activities particularly if the activity involves a lot of discussion or reading or if it is very familiar to all students except the new arrival no english 2 questions and answers provides examples of class programs and indicates the kinds of activities that the new arrival may be able to take part in and the kinds of activities that need adaptation see pp 42 64 page 5i page back to contents[close]
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beginning esl support material for primary new arrivals introduction department of education early childhood development victoria department of education training in general the following questions should be considered when you are looking at the suitability of your class program for a new arrival which activities are already suitable for your new arrival the activities in which your new arrival can participate with minimal additional explanation or support will be the ones where the english language level is appropriate the activity is well known the other students are able to support the new arrival choosing early reading material suitable early reading material for older new arrivals can be difficult to find however many reading series published for primary students contain in their first few levels some titles that are appropriate for older primary students who are new to english most of these series also publish a selection of their titles in `big book format these are excellent for shared-book activities for younger students select those titles that are appropriate to the age the level of english and literacy and the interest level of your student for more information about reading for newly arrived students see pp 45 46 teacher support material stages b1 and bl primary new arrivals years 36 department of education employment and training victoria 1998 provide students with a range of fictional and factual materials but be aware that factual materials pose different challenges to students to fictional materials the level of background knowledge of the content and of the purposes of the text that students bring to factual materials will influence their understanding of the materials factual materials may also contain more topic specific vocabulary than fictional materials so additional work with vocabulary may be necessary to help students understand what they are reading many picture storybooks and factual texts also make interesting stimulating and attractive reading material for esl learners but must be chosen carefully select material that is ageappropriate conceptually interesting and engaging so that students do not feel that they are being talked down to reading materials used with newly arrived students should contain repetitive language be based on simple storylines explain concepts clearly be well supported by illustrations be based on content at an appropriate age and interest level which activities can be made suitable by a little adaptation adapted activities in which your new arrival can participate may involve modification of the way the activities are introduced for example by providing additional visual support by teaching some new vocabulary items before the activity starts by giving the student some material to read in his/her first language the organisation of the activities so you other classroom helpers or other students in the class can provide additional support for example through the use of small groups or pair work the practical outcome of the activity for example the new arrival may be able to draw a response instead of writing one which activities are not suitable and really cannot be adapted activities that are very dependent on english and those outside the student s experience such as some reading and writing tasks are inappropriate for the new arrival who would be more usefully employed working on activities suited to his/her level of english page 6 ii back to contents[close]
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department of education training victoriadevelopment victoria early childhood beginning esl support material for primary new arrivals bibliography introduction link with the teaching program and wherever possible be used for authentic purposes e.g using a procedural text to make something examples of the kind of books suitable for newly arrived esl students are explorers weldon owen 2000 published in australia by shortland mimosa with titles such as plants all around sense this sounds all around buildings for a purpose eyewitness readers dorling kindersley london 1999 with titles such as animal hospital astronaut living in space rigby series such as rigby literacy literacy links plus and discovery world infoactive longman pearson education australia 2001 is a series of information texts factual texts that that focus on visual literacy because students prior experiences with school will influence their responses to school in australia it is particularly important to find out how much schooling your student has had in the country of origin and to try to find out how literate your student is in the first language it is also important to talk to parents and guardians about which language your student will be using as the main language at home encourage parents and guardians to continue to use their first language as well as english with their child explain that it is important for their child s conceptual and social development to continue to develop in the first language with english as an addition to the first language not a replacement for it it may be necessary to arrange for an interpreter to help you collect the information you need guidelines for the use of interpreting and translation services in victorian government schools can be found at http www.education.vic.gov.au/management schooloperations/interpret/default.htm avoid using other students to interpret except in an emergency or for the transmission of very basic information in eliciting background information about your student it is important to be sensitive some families may have experienced trauma and may not feel comfortable about sharing information with strangers information may need to be built up over time and it can be useful to schedule a further interview with parents after the initial enrolment interview a suitable enrolment form for new arrivals is on pages 7 and 8 of no english don t panic reading in the first language students should also be encouraged to continue reading in their first language local libraries may be able to supply books for students in their first language encouraging students to read about new topics in their first language will help them when they are studying such topics in english gathering background information about your student it is particularly important that you as a classroom teacher know about the language and learning background of your new student remember that some students may have had their schooling severely interrupted some students may not have attended school before your student s level of literacy in his/her first language will have an influence on language and literacy learning in english page 7 page i back to contents[close]
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beginning esl support material for primary new arrivals introduction department of education early childhood development victoria department of education training refugees students who are refugees may have additional needs particularly when they are first settling in they and their families may have experienced trauma they may be unsure about the fate of family members and friends they may have few resources and students may have had interrupted schooling particular understanding is needed in these circumstances students may take longer to settle in to begin to learn english and to make friends be particularly sensitive in gathering information about past experiences but explain to parents and guardians that it is important that you know about any experiences that may affect their child s overall happiness and feelings of security and self-esteem important activities or changes to the timetable excursions visiting performers public holidays curriculum days information about specialist programs homework to be completed information about which topics are to be taught or are being taught explanations of school rules clearing up misunderstandings that may have occurred or explaining any concerns about behaviour regular updates on the student s progress explanations of teaching and assessment methods you can ask parents about prior learning experiences for example whether the student has studied the solar system before the parents or the student can ask you questions about things that have happened at school that may be confusing or new keeping in contact with parents or guardians it is important to develop strategies to keep in contact with your student s parents or guardians information from the school should be translated wherever possible check whether parents or guardians have access to family members or friends who are able to help them to understand information from the school that has not been translated some important considerations for the first few days it is important to place newly arrived students in an age-appropriate class and not to place them with students with learning difficulties the new arrival has completely different needs if possible try to place the new arrival in a class with another child who speaks the same language and is willing to help your new arrival to settle in find out the correct way to pronounce your student s name make sure you are clear on the arrangement of your student s name for example some languages put the family name first and the given name last when communicating with your student it s important to use natural but simplified language use a lot of repetition and recycling of language for example keep on saying `look instead of `look `watch `see `face the front keeping a journal if your student is literate in the first language and his/her parents or guardians read and write english you may like to encourage the family to keep a journal or message book in an exercise book or large diary this can be a useful way of encouraging communication between home and school the journal can be used in various ways to facilitate communication for example your student can record his/her feelings questions comments or concerns about school which can be read and translated at home and answered by the teacher at school you can ask questions or write notes in english to the student and parents which the parents can translate for the student about such things as page ii 8 back to contents[close]
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department of education training victoria development victoria education early childhood beginning esl support material for primary new arrivals bibliography introduction provide visual and non-verbal support wherever possible for example use facial expressions mime and gestures to support instructions when introducing new vocabulary refer to pictures or real things wherever possible if your student is literate in his/her first language a bilingual dictionary is a useful aid wherever possible try to link english language learning with class themes and topics so your new arrival s learning is also part of the class curriculum it is important to teach grammatical structures in context not in isolation teaching through themes allows your student to learn about the way english works grammatically in a meaningful context the languages and multicultural education resources centre lmerc lmerc is a specialist support centre for victorian schools in the areas of languages other than english esl and multicultural education victorian teachers may borrow resources from lmerc the lmerc lending library has a collection of over 20,000 resources which includes teacher reference materials for lote esl and multicultural education culturally inclusive picture books fiction and big books and posters selected journals related to language teaching and multicultural education pamphlets clippings and articles videos cd-roms dvds and audio cassettes english and multilingual resource materials on human rights education civics and citizenship prejudice racism and social justice studies of asia resources units of work teacher s notes and ideas bank lote esl and multicultural education policy documents the lmerc catalogue is now available on-line at http www.sofweb.vic.edu.au/lem/lmerc index.htm the new arrivals kit this book makes direct links with the books and resources found in the new arrivals kit this kit is a set of books and resources available on long term loan to victorian government schools in country and outer metropolitan areas with newly arrived esl learners for further information see http www.education.vic.gov.au/studentlearning /programs/esl/newstudents.htm the books and resources in the kit are particularly useful for teachers of newly arrived esl learners the books provide practical resources for teachers to use directly with their students as well as information about second language learning and about developing esl programs the annotated bibliography below provides information about many of the books in the kit teachers who do not have access to the kit can use the bibliography to decide which books they may like to purchase or to borrow from lmerc page 9i page back to contents[close]
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beginning esl support material for primary new arrivals introduction department of education early childhood development victoria department of education training annotated bibliography the following annotated bibliography provides information on some of the books and resources in the new arrivals kit english language teaching resources 1000 pictures for teachers to copy wright a nelson london 1984 teaches basic techniques for drawing simple figures and scenes includes over 1000 pictures arranged in themes and subjects that can be copied by hand or photocopier for use with your student for example to build their own dictionary includes an index addison-wesley picture dictionary addison-wesley usa 1984 a basic picture dictionary of 550 high frequency words especially for esl learners it is arranged both alphabetically and thematically and includes an index addison wesley picture dictionary skillsbook kelly s addison-wesley usa 1986 contains activities and games that are designed to help reinforce the vocabulary in the dictionary and to build beginning dictionary skills by practising the use of alphabetical order basic oxford picture dictionary gramer m oxford university press 1994 illustrates 1200 words and phrases organised in themes and relevant to the everyday experience of older learners can be used to assist initial communication or for vocabulary activities a workbook is also available cartoons for classroom communication mccoll h and thomas s miniflashcard language games london 1996 this resource contains a wide range of visuals to support classroom interaction the visuals include equipment around the school understanding the task and social language contains suggestions for introducing the language as well as games and activities the illustrations are more suited to middle to upper primary than to lower primary students easy esl strategies for effective teaching a collection of listening speaking reading and writing strategies for students bortolotto c drysdale f rengey m yarra publications melbourne 1994 designed to provide mainstream classroom teachers with effective practical esl teaching and learning strategies strategies are grouped for listening speaking reading and writing the purpose procedure and assessment of each is clearly explained easy visuals for english language teachers how to make and use them romo r brinson b national textbook company chicago usa 1995 provides clear and graphic step-by-step instructions on how to draw simple visuals and graphics and how to use them in language teaching by making your own charts posters puppets cards etc includes ideas for activities and games page ii 10 back to contents[close]
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department of education training victoriadevelopment victoria early childhood beginning esl support material for primary new arrivals bibliography introduction english for everyday activities a picture process dictionary zwier l new readers press hong kong 1999 this resource introduces vocabulary for talking about everyday processes it contains key vocabulary and a glossary as well as step by step visuals to support the text the illustrations are more suited to older primary students than to lower primary students mike teaches english languages for kids smarty pants publishing australia 1997 mike teaches english is an interactive multimedia program for children no prior knowledge of english is required the cd-rom introduces simple vocabulary and structures around the following topics alphabet numbers animals backpack and happy birthday the language is reinforced through songs and games multi-language timesavers fully reproducible support material in chinese english french german greek italian and japanese isherwood r ashton scholastic nsw 1990 sets of pictures and vocabulary lists in chinese english french german greek italian and japanese arranged in such topics as celebrations school travel the pages may be photocopied and used by students in many different activities and games for example to create their own bilingual dictionaries the oxford picture dictionary for kids joan ross keyes oxford university press hong kong 1998 designed especially for younger students aged five to seven learning english contains 700 words in the context of 60 colourful pictures each of which tells a story getting started a beginner s english workbook tottenham english language centre curriculum corporation carlton 1995 this practical workbook has been developed to encourage and support new learners of english it provides seven units of work based around topics that are commonly taught to beginner students including family house my class and personal information can be used as a student workbook or as a collection of resources which can be photocopied suitable for upper primary and secondary students a supporting audio cassette is also available heinemanns children s games teacher s resource book of games for young learners of english toth m heinemann oxford 1995 contains games that encourage students to learn and use english many are suitable for small groups the games are based on themes and extra ideas are included for adapting the game for other themes an introductory `warm-up is included for each game the materials may be photocopied by the purchaser primary activity box games and activities for younger learners nixon c and tomlinson m cambridge university press uk 2001 this resource targets young learners who are learning english as a foreign language it contains songs rhymes puzzles and games for listening speaking reading and writing the activities are task based and communicative in style page 11 page i back to contents[close]
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beginning esl support material for primary new arrivals introduction department of education early childhood development victoria department of education training talking to learn jones p peta newtown nsw 1996 this book focuses on the importance of talking across the curriculum it contains some ideas for developing and assessing oral language which is useful for a range of learners including newly arrived esl students usbourne children s wordfinder over 2,700 words explained in pictures civardi a king c usbourne publishing london 1984 a picture dictionary that contains words grouped into themes in detailed pictures it covers such themes as the house food jobs people do and in space there is an index this book can be used to help teach new vocabulary or to check understanding esl stages a2 b2 b3 teacher support material primary post-new arrivals years p6 department of education employment and training victoria 1998 this material covers stages a2 b2 and b3 of the esl companion and includes a revised version of previously published esl course advice it provides information to assist mainstream classroom teachers and esl specialists to develop and provide appropriate programs for their esl learners who are beyond the beginning stages of learning english it also contains units of work this book will be particularly valuable if your student has some english when he/she arrives in australia this document is available in pdf format on the curriculum@work cd-rom esl publications from department of education and early childhood development victoria for information about purchasing materials in this section see http www.education.vic.gov.au /studentlearning/programs/esl/resources esl stage a1 teacher support materials for lower primary new arrivals years p2 department of education employment and training victoria 2000 esl teacher support material for stage a1 covers primary esl students in years p2 who are new to learning english and new to school in australia it is designed for esl and classroom teachers in both specialist esl teaching contexts and in mainstream classrooms it provides advice on the teaching of english and on developing appropriate programs for these students this publication is adapted from esl essentials published by the department of education victoria 1992 esl stages b1 and bl teacher support material for primary new arrivals years 36 department of education employment and training victoria 1998 this material is a revised version of previously published esl course advice stages b1 and bl it provides information for teachers of esl students in the middle and upper primary years who are new to learning english the material provides information for esl specialist teachers and mainstream classroom teachers on developing appropriate programs it contains student descriptions suggested course content and examples of units of work this document is available in pdf format on the curriculum@work cd-rom page ii 12 back to contents[close]
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department of education training victoriadevelopment victoria early childhood beginning esl support material for primary new arrivals bibliography introduction no english don t panic department of education employment and training victoria 2000 this book was written especially for mainstream classroom teachers of newly arrived primary-aged students who are new to english focusing on the first few weeks it provides basic practical information in an accessible style on areas such as enrolment placement orientation to school classroom organisation and where to start with english language teaching no english 2 questions and answers department of education employment and training victoria 2000 no english 2 is a sequel to no english don t panic it focuses on the first few weeks of an esl learner s time in a mainstream class it tries to answer many of the questions you are likely to be asking about a student s english language development and the process of settling into the class and school it also provides some ideas about modifying a mainstream program to cater for a newly arrived student where s english department of education employment and training victoria 2001 where s english is a multimedia resource which has been developed primarily to support newly arrived esl students in the middle years who are unable to access an intensive english language program it is based on a story in 24 animated episodes each episode provides the basis for a range of english language activities that students can complete on the cd-roms students also work with 24 workbooks that complement each of the episodes on the cd-roms students can access the episodes and tasks in any order language games for esl students department of education training victoria 2004 these photocopiable materials can be used to make language games for esl students across all year levels the games consolidate and reinforce skills in speaking listening reading and writing and give students a chance to use a range of language functions for working and playing with others game packs can be prepared so that the games are readily accessible to teachers and students suggestions on how to play a range of games are provided the games are based on 19 topics that are usually taught to newly arrived esl students page 13 page i back to contents[close]
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