Presentation on theme: "Inna Gvozdenko, PhD Patricia Ciuffetelli"— Presentation transcript:
1 Inna Gvozdenko, PhD Patricia Ciuffetelli TEACHING WRITTEN GENRESTO NEW ARRIVALSInna Gvozdenko, PhDPatricia CiuffetelliESL Conference 2009Transforming ESL pedagogy: Educating for Success in Learning
2 Outline of the Presentation ContextStudent profilesFocus on various genres (Why?)Teaching cycle (What ?& How?)Key activitiesUse of ICT (When?)Learning outcomesReflection (So what?)
3 Noble Park English Language School Teaching ContextNoble Park English Language SchoolNPELS is a P – 10 Victorian Government school. It has two campuses314 students: 127 primary and 187 secondaryGender: males – 166, females – 146Intensive English language program for newly arrived refugees and migrantsMinimum of two terms tuition for students with age equivalent educationUp to 4 terms tuition for studentsat risk or with disrupted schooling3
4 Noble Park English Language School 57% of our students and their families have previously lived in refugee camps. Some have attended schools there.Many have experienced trauma, seen war and lost family members.Students come from 32 countries4
5 Multiple Transition for new arrivals Country/RefugeecampMainstreamSchoolTAFE/AMESAustralianCommunityworkVictoriaIntensiveESL programNPELS
6 Why Focus on Written Genres? NPELS aims “to improve student learning outcomes in the area of literacy and to further develop the curriculum focus on student oral and written text production across the school” (NPELS, Annual Implementation Plan, 2009 p. 2).Interview data with the exited ESL students and their current ESL teachers has revealed that NPELS students benefit from being exposed to and explicitly taught about a range of writing genres at their early stage of English language learning (Gvozdenko, I. 2008, Mainstream school visit report).Text types are culturally determined, therefore ESL learners are less likely to be familiar with the features of the text types favoured in our culture.
7 What is the Genre Approach Explicit teaching about text types:1) social purpose2) overall organisational structure3) linguistic features
8 The Curriculum Cycle Stage 1: Building Knowledge of the Topic Stage 2: Modeling the TextStage 3: Joint Construction of the TextStage 4: Independent WritingGibbons, P. (2002). Derewianka, B.(1991).
9 The genre-based Curriculum Cycle (Hammond, J., 2001) Building the fieldTeacher assumes leadership in developing relevant curriculum knowledge, understanding and language. Activities focus on curriculum, knowledge, language relevant to that curriculum knowledge, reading and learning how to read.Opportunities for further reflection on the significance of the genre, and for critical analysisIndependent constructionTeacher withdraws support as far as possible as student exercises control over the focus genreModellingTeacher introduces a specific genre, guides students through explicit talk, demonstration, text deconstructionJoint ConstructionTeacher shares responsibility with students for writing in the genre through rehearsals, co-constructions, reconstructions.
10 Learning activities/experiences Key ActivitiesWeekLearning activities/experiences1Planning for learning , letters and invitations delivered2Meet buddies, play “The Cat in the Hat”, shared reading in small groups songs performed by students3Book report writing, information reports, excursions4View the movie “The Cat in the Hat”Writing a comparative essay and a persuasive letter to the editor, information reports5Formal oral presentations6Incursion “Snake busters”, games session7Make muffins, morning tea session8Make posters about students’ learning experiences (Part 1)9Make posters about students’ learning experiences (Part 2)10Prepare “Thank you” cards and presentations of the term activities
11 Text Types Targeted in 10 Week Teaching Cycle Written textsOral textsPrimarySecondaryRecountInformation ReportProcedureTransactional Texts (e.g. Letter writing, invitations)Transactional TextsBook reportComparative essayInformation Report (Oral presentation on reptiles)Procedure (How to play …)NarrativeTransactional textsDelivery of lettersRecount (article for the school magazine)Information ReportProcedure (How to Make Muffins, How to play a game) Recount (article for the school magazine)Procedure (How to Make Muffins, How to play a game)Transactional Texts (self introduction letters, invitations, acceptance cards/notes, thank you cards and )Book reportComparative essayRecount (excursion to Werribee Zoo, City Landmarks, Snakebusters)Narrative (Role Play, ‘Cat in the Hat’ performance)I nformation Report (Oral presentation on reptiles and marine life)Procedure (How to play …)
12 Selection of Text Types- Justification PrimaryCurriculum expectationText type linked to topicStudent interestAge appropriatenessSecondaryNegotiated curriculum approachUse of ICT
13 A Negotiated Approach in the ESL Classroom (Breen, M. & Littlejohn, A Issues opened for negotiation:General enquiry: How do you feel in a new class? What are your values?Purposes: What are your short/long term goals? What are your expectations of the class?Teacher/student role expectations: What is your role in class? What do you think the teacher’s role is?Content: What topics would you like to study? What skills do you want to develop?Learning to learn: Do you know your learning style? How do you learn best? What strategies do you use in learning English? What activities do you like/dislike? Where would you like to go on excursions?Evaluation: How would you like to be assessed? What could be the outcome of the work? What have you learned? Have you achieved your personal goals?
14 Outcomes of the negotiation process AREAS OF INTERESTAustraliaCustoms of different countriesLove and funny booksCelebrationSocial skillsTechnologyGrammar: Present, Past and Future tensesPunctuationPassive voiceParagraph writingEXPECTATIONSImprove speaking and listeningExtracurricular activitiesLearn new wordsLearn about the worldGet a good position in classBe brave and don’t be afraid of peopleACTIVITIESQuiz , excursionsWord searchWatching news & moviesUsing ICTTyping storiesGrammar exercisesGroup work, dramaDrawing, cookingListening to musicPlaying gamesProject workSinging songsReading booksASSESSMENTGrammar worksheets & testsRubricsStory writing Letter writingDebatingDictationSpelling testListening testOral presentations
15 Text type: Information Report Building background knowledgeRead books about topicsExplicit vocab buildingWatched DVDsIndependent researchIncursion/excursionIndependent/small group constructionStudents independently construct text with minimum teacher support(Planning, drafting, editing, revising and publishing)ModellingDeconstruction of exemplar information report(e.g. cloze activities)Joint ConstructionCollaborative writingof information report (model the writing process)
16 Text Deconstruction Activities at the Modelling Stage CrocodilesCrocodiles are reptiles.Crocodiles have hard scales and sharp teeth.Crocodiles eat small animals.Some crocodiles live in fresh water.Crocodiles are dangerous.
17 Text Deconstruction Activities at the Modelling Stage Title:What are crocodiles?What do crocodiles look like?How do you feel about crocodiles?
18 Text Deconstruction Activities at the Modelling Stage CrocodilesCrocodiles are reptiles.Crocodiles have _______ scales and _______ teeth.Crocodiles eat _______ animals. Crocodiles are dangerous.smallhardsharp
19 Use of ICT Software Interactive White Board WordPublisherPower Point PresentationMovie MakerInteractive White BoardA set of laptops and class computerss
20 Students’ Learning Outcomes Magazine “16 A+”Two articles for the “Voices” magazine “”Poster: “Learning about writing genres: Fun with 16 A and PT7”, displayed in the libraryUsing a Movie Maker “Our learning journey”Dioramas about reptiles and oral presentationsPower Point Presentations “Marine Life”, “Snake busters”, “Werribee Zoo” and “City Landmarks”Class displays in Room 28 and PT7
21 Students’ FeedbackPRIMARY STUDENTSFatah: “I liked learning about snakes and writing about snakes”.Adila: “I tried my best to do a beautiful writing in my letter”.SECONDARY STUDENTSFahmida: “I learned how to write with good manners and respect, have good points and then present the information in Power Point”.Mohammad: “The writing of essays is good because I improve my English.”GenresI am confidentI am very confidentInformation report87Letter and invitationComparative essay
22 Teachers’ Reflections on Teaching Genres High level student interest in and motivation towards learning about different written genresThe importance of not making assumptions about students’ background knowledge of particular genresThe importance of building knowledge of targeted written genres (i.e. social purpose of different texts, audience, organisational structure, language features)Building understanding of the writing process (i.e. planning, drafting, editing, publication / presentation)Curriculum Cycle – the need to provide scaffolding through modelling, text deconstruction before expecting students to create targeted texts independentlyWhile many genres were covered during the 10 week teaching cycle, the following issues emerged for us:- How much knowledge of each text type exposed and explicitly taught did the students retain?- How many text types should be covered in an 10 week program for secondary and 6 month program for primary?
23 Making a giant poster“I learned how to plan and design a poster. All students were interested in making posters. Primary students gave us some advice. I liked to make posters because they made me happy and showed what we had done.”
24 ReferencesBreen, M.P. & Littlejohn, A .(2000). (Eds.) Classroom-decision making: negotiation and process syllabuses in practice. Cambridge University Press.Derewianka, Beverly.(1990). Exploring How Texts Work. Portsmouth, NH: Heinemann.Gibbons, Pauline. (2002). Scaffolding Language Scaffolding Learning. Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.Gvozdenko, I. (2008). Exit students’ and their ESL teachers ‘reflection on learning English at NPELS. Mainstream school visits.Hammond, J. (2001). Scaffolding and language in Hammond, J. (ed.) Scaffolding teaching and learning and literacy education. NSW: primary English teaching Association.Smith,A., Elley, N, Croft,D & Ciuffetelli, P. First Edition (2007). PM Writing Teachers' Guide Books (1, 2 &3 ), Cengage Learning ,South Melbourne.
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