Utilising Total Language Resources (TLR) for learning. TLR includes dialects, registers, varieties of languages students know and bring to class.
His lecture today forms the basis of his PhD studies.
Cognitive and academic engagement of culturally diverse students.
Translanguaging (Ofelia Garcia)
Student autonomy over their own learning.
Cognitive engagement and identity engagement.
Collaborative enquiry – make significant links to students’ lives and experiences.
Pilot schemes govt is setting up for ESOL students. Now in developmental stage. Using digital technology and developing digital resources and apps for tablet/mobile phone delivery.
Resources – they are using Paul Nation’s list of survival vocabulary. Pilot scheme May 2015.
Notes on the introduction to AKTESOL’s Winter Solstice Expo 2015.
Superdiversity – City of Auckland.
I heard about this Expo from Maree Jeurissen who manages the TESSOL GradDip at UoA where I have studied. I decided this would be good external PD for this year, plus the fact that I know one of the speakers, and another is an ex TESSOL lecturer – John McCaffery.
Notes on each presentation I attended follow on from here.
Every year it is on 8 September. This website has all kinds of ideas to get people involved and using their literacy! Mention this in the classroom and put a note on my w/b. Many students take their literacy for granted. Once you can read and write, what else do you need to learn? Is this an idea for a Level 1 class discussion on what work they are doing to contribute to their level 1 literacy credits? and why is literacy, together with numeracy, specified on NZQA website, and Kamar internally.
Update October 2016
Here is another article about literacy – this time about how parental attitudes may affect literacy and love/ability of reading in students.
I know from talking to my year 9 students this year, that those who regularly read, voluntarily, because they enjoy reading, tend to have a better vocabulary and write more fluently. In particular, I am thinking of the excellence students I have such as ……………….. When I take the class to the library, they settle down quickly, and often tell me what they are reading at home at the moment. Other students, including the priority learners, take more time to settle and have trouble picking out a book to read.
Future idea: Examine the link between parent/whanau attitude to reading using a google form?