March 2018

Teaching English Language Learners (TELL) A professional learning program for all teachers of EAL/D learners

Information for schools

NSW Department of Education | Teaching English Language Learners (TELL) https://detwww.det.nsw.edu.au/multicultural-education 1

Enrolment

Enrol on MyPL using RG000225 and choose the session held at Bulli High School.

Venue

Bulli High School Common Room

Session times:

Module 1 - Thursday 17 May 3.30-5.30Module 2 - Thursday 31 May 3.30-5.30Module 3 - Thursday 28 June 3.30-5.30 Module 4 - Thursday 26 July 3.30-5.30Module 5 - Thursday 9 August 3.30-5.30Module 6 - Thursday 30 August 3.30-5.30

For further information contact:

Evia KyriacouBulli High SchoolEvia.kyriacou@det.nsw.edu.a42842660401677202

Light refreshments will be served.

Teaching English Language Learners (TELL): program descriptionThe Teaching English Language Learners (TELL) professional learning program, suitable for all teachers with EAL/D students in their classes, assists NSW DoE teachers to identify and address the learning needs of students learning English as an additional language or dialect (EAL/D) across the range of school subjects.

The TELL program is interactive and collaborative and aims to establish a learning community where participants share expertise and resources and apply effective pedagogy to support EAL/D students.

TELL Program structureThe TELL program comprises 6 workshops, each of two hours duration. Participants complete readings and between-module tasks culminating in a short presentation of the results of their action inquiry.

The course, RG00225, is registered with NESA for 24 hours of professional learning at the level of proficient.

An action-learning approach provides a balance between theory and practice. Professional reading, reflection on practice and opportunities to trial and develop strategies with their students allows teachers to develop deep knowledge and understanding of pedagogy which supports students learning English as an additional language.

Program themes:• Diversity of EAL/D learners• How students learn a second language• Complexity of English language demands for

EAL/D learners across the curriculum• Validating students past experiences and ‘cultural

capital’• Understand the importance of meeting the needs

of EAL/D students across the curriculum• Scaffolding EAL/D student engagement and

learning• Reflection on learning.

Module summaryModule 1 Learning English as a second and or additional language

• The strengths, needs and diversity of second language learners

• Key concepts and terms• Second language development• Culture, difference and the importance of cultural

capital• Sources of data• The academic language and literacy demands of

school KLAs

Module 2 Creating high challenge – high support environments

• Identifying a focus question for action inquiry• Quality Teaching framework, language processes

and EAL/D learners• Designed-in and contingent/ interactional

scaffolding• High challenge, high support environments for

EAL/D learners• The nature of English language in curriculum

associated with intellectual quality

Module 3 Talking to learn

• The role of spoken language in learning• Strategies for engaging EAL/D students in

curriculum• The nature of spoken language and concepts

such as the mode continuum• The importance of group work for EAL/D students• Spoken language and literacy demands and

teaching strategies across the curriculum• Developing rich tasks

Module 4 Reading for learning

• How EAL/D students learn to read and the implications for teaching

• Issues of assessing reading for second language learners

• Recent research into second language literacy development

• Cultural issues around second language literacy• Analysing reading texts for language and cultural

demands• Integrating reading development for second

language learners into classroom programs

Module 5 Writing for learning

• Challenges faced by EAL/D students in learning to write

• The writing demands of the curriculum • Scaffolding writing through the curriculum cycle• Assessing EAL/D students’ written language

NSW Department of Education | Teaching English Language Learners (TELL) https://detwww.det.nsw.edu.au/multicultural-education 2

Module 6 Bringing it all together

• Assessment for, of and as learning• Assessment issues for EAL/D learners• Planning support and challenge for EAL/D

learners through rich tasks and backward mapping

• Using the EAL/D Support Framework to evaluate a teaching framework

Between modules tasksThe Between modules tasks have been designed to enable teachers to implement what they have learnt. An end task requires participants to identify a question or issue of concern (relating to EAL/D teaching and learning) and present a brief presentation demonstrating how the TELL program and the application of principles of EAL/D pedagogy have assisted them to respond to this question or issue.

Summary of between module tasks

After module 1: Identify one or more EAL/D students in your class or group who will become the focus of your between module tasks and reflection throughout this program.

After module 2: Observe and reflect on classroom practice.

After module 3: Design a rich task or select and implement an oral language task from your teaching sequence. Reflect on the impact of the rich task or oral task on your case study student.

After module 4: Documenting reading and writing practice.

After module 5: Collect 2-3 writing samples from your case study student and analyse them.

End of course task

• End of Course task: This task involves identifying, reflecting on and exploring your focus question about teaching and learning for EAL/D students in your local context throughout the course. Each between module task and reading will contribute to your action inquiry.

• At the end of the TELL program you will share your findings with other participants in a brief presentation. Your report can be supported by a series of PowerPoint slides (5 maximum) and other evidence based resources, as appropriate. Examples could include: student work samples; video or audio clip; documented student or staff reflections on learning; a unit of work; one or more assessment tasks.

• Submit: − Reflection on your research (300 words

maximum) and/or PowerPoint slides with notes.

− Course evaluation − Participant reflection framework (completed

during modules 1-6)

NSW Department of Education | Teaching English Language Learners (TELL) https://detwww.det.nsw.edu.au/multicultural-education 3