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Google form survey:
Google form survey:
In order to gather information from schools and teachers about helpful CSP practices when working with students with diverse language backgrounds, I used a Google Form survey. This information was collated into ideas for CSP actions schools have found helpful.
Introduction for the survey:
My name is Keryn King and I am an RTLB Practice Leader currently undertaking a 10 week sabbatical project on Culturally Sustaining Pedagogy when teaching students with diverse language backgrounds. I am interested in understanding how teachers can make the best use of a student’s other language knowledge when teaching in English. I invite you to fill in this Google form with your experiences. It should take about 15 minutes.
Some schools/teachers may be open to sharing their practice and insights stories, some may wish to remain anonymous. In answering this Google form, at the least, you are giving consent for your answers to be collated with all other information and used to develop an online kete (google site) with an overview of best practice according to the research and practical ways schools can effectively demonstrate Culturally Sustaining Pedagogy (CSP) for this group of learners.
This google site will be available to anyone with the link - shared via the Learning Support Network , our own RTLB cluster 28 website www.ngahauewhartlb.org.nz and our RTLB Literacy Project website , and the private Facebook group: NZ RTLB Professional Learning Network These networks are ones that have connections to every school in NZ.
There are a range of options at the end of this Google Form to select what you consent to being done with your information. These are in order of anonymity:
Either: 1. Answers/quotes from your Google form response will NOT contain ANY identifying personal or school information in the collation for the Google Site. You may leave any sections blank.
OR 2. You want to discuss what can be shared with possible identification - provide contact details for Keryn to discuss.
OR 3. You give consent for your name or the name of the school to be used - anything that is proposed to be shared will be checked out with you beforehand. Consent from the school Principal is required.
So - thanks for answering these questions about what you do practically in your teaching and in your school when teaching students with diverse language backgrounds.
Wide range of languages and cultures present in New Zealand classrooms
Wide range of languages and cultures present in New Zealand classrooms
Whilst there were only 12 responses to the survey (11 from the Wellington/Porirua region (Cluster 28) and one from outside of the cluster), each kaiako had many ideas on what works for them when teaching diverse language learners.
Predominantly the kaiako in the English medium setting were basic users of Te reo and few had other language backgrounds themselves at any level of proficiency.
The students from within their classes and schools however had a wide range of diverse language use. From this survey alone (12 schools) 36 languages were used in the home.
The following languages were represented across the 12 schools;
Afrikaans, Amharic (Ethiopia) , Assyrian, Balinese, Cantonese (China) , Cook Island Māori, Fijian, Filipino (Philippines), French, Greek, Gujerati (India) , Hindi (India) , Igbo (Nigeria) , Ilucano (Philippines) , Indonesian, Khmer, Korean, Malay, Malayalam (India), Mandarin (China) , Māori, Mizo (Mozorum, India) Ndebele (Sth Africa) , Nepali, Oroma (Ethiopia or Northern Kenya), Portuguese, Samoan, South Slavic, Spanish, Swedish, Tagalog (Philippines) , Tamil (India or Sri Lanka) , Tigrinya (Ethiopia), Tokelauan, Tongan, Vietnamese
Language diversity is present.
Language diversity is present.
In some countries, there are many native languages spoken as well as a national language. For example, there are over 300 different native languages spoken in Indonesia. Those who are from Burma, may be Chin (or not) and may speak Tedim, Hakha, Falam, Mondat Cho as well as Burmese.
Many who are former refugees have been in refugee camps in countries other than their native land and been hearing or using another language.
Some students hear but do not speak the native language of their parents.
Parents may each speak a different dialect or language and communicate in a common language other than English.
How do you build connections between spoken language (of any language) and written English in your classroom?
How do you build connections between spoken language (of any language) and written English in your classroom?
“With our SL language approach, we can meet the needs of anyone with English as a second language. ESOL tamariki are identified and we have kaiwhina come in to double dose to help them with their comprehension of English. When we make connections during curriculum teaching time, we celebrate any differences/similarities our cultures may have.”
1. Oral Language First
2. Language-rich Environment
3. Explicitly Teach the Connection
4. Dictation and Shared Writing
5. Home Language as a Bridge
6. Read Alouds and Retelling
7. Modeling and Repetition
Students sharing their language
“We do a lot of connecting with our tamariki, looking for commonalities and we meet with the whānau during Whakawhanaungatanga Day and Whānau Aspirations”
Ask kids - how do you say this in your language or do you have this in your culture; they are five so I get variable responses depending on the child I'm asking.
Tamariki input - understanding/knowing their understanding of their home language and then using that to help them build their writing.
I sit children next to other speakers of their language and use them as translators, when this pairing is possible.
Through pictures/images
I use images in Google a lot as I speak, so the children can pick out key words.
Simple words or phrases to go alongside a visual.
Using pictures/icons that are universally understood is a way to help build such connections.
Strategies for Introducing new vocab:
Strategies for Introducing new vocab:
Through oral language
Live language experiences, eg making a hot chocolate and talking about it.
Conversation
Accelerated learning approach for ESOL students (pre loading) in our Oral language programme.
Translator apps (Google translate)
Philosophy for children
Explicit teaching of vocab, and guided practice
Front loading of vocab for acceleration groups,
Matching activities like definitions of vocab
Topic related vocabulary during topic time in the afternoons.
Vocab walls
Through quality story books/stories
We do an oral narrative book every week - so we introduce new vocabulary through the books.
At Y1/2 in context of a book: reader, picture
Picture discussion at any level
BSLA decodables, one book a week
Shared book for whole class or pulled from books for reading groups. Unpacked together and re-visited throughout the week of reading.
Novels for older students.
Through writing
Using simple sentence structures - colourful semantics can be helpful - pictures and words together.
Writing cards for Year 3's so they can change or expand on their current vocabulary during writing time.
During writing planning time thinking of descriptive language we can use.
Dictionaries when older
Poetry cafe
Choosing reading books:
Choosing reading books:
Many teachers used a mix of books - Scope and Sequence from a SL approach AND Inquiry (topic) based books when appropriate as well as following student interest.
“Aside from instructional readers, I choose books according to their content and context. These are mainly picture books. Sometimes these may relate to an emotional need/behaviour in the room, our class inquiry”
“Other books around children's interests and topic focus and of course, success for reading”
Use Students background/students interests.
SL Scope and sequence
BLSA has a list of preferred texts which can help when you're in a time pinch because it's pre-planned for you. But it depends on the tamariki I have in the class at the time and what their levels of reading and interest are.
Structured literacy and Ministry phonics texts up to Stage 7 SL.
Ready to read phonics
Group reading books are either interest based or the next in the series if Little Learners or decodables.
Links to inquiry
Big ideas focus for the term
Non-fiction and inquiry supporting books.
If possible, books that relate to our Place Based Learning or Value for our whole class reading
Teacher experience and knowledge
I use my years of experience to know which books we have and which are suitable, try to use a range of picture/ non-fiction/ oral
I have a list of books that relate to topics that I have taught or read in previous years which help me to go off of but it is more about knowing your students.
Text selection
Choose books that have rich language
A variety of library books based on children's interests and quality picture book status
Texts chosen for Read to
Audio reading texts used in the senior school also, (Rainbow readers)
Big books are used for shared reading on a daily basis.
What do you do to help students understand the context of the texts in English that you read?
What do you do to help students understand the context of the texts in English that you read?
Similar to above. - see vocab and building links between oral and written English.
Text selection
Choose books where there is a familiar context
Try to relate things back to their culture if we know
Activate prior knowledge orally
Google translate - to see if they already have an understanding in their own language.
Talk about the topic first – Ask what they already know and build background knowledge.
Try to link to personal experiences in discussions and prior knowledge - Supporting students to make connections - Link the story to their own lives, experiences, or culture.
Ensure there is a good introduction before reading a text: making connections with their experiences
Teach key or unfamiliar vocab
Look at vocab they may come across before getting to the text
Explain tricky words – Go over new or important words before reading.
Break it down and explain it
Pictures/visual aids
Use pictures and videos – Show images or clips to help explain where and when the story happens.
Story maps, timelines, and drawings help make the setting and events clearer
Use labelled pictures of what might be in the text, look at the picture only of each page before beginning.
We discuss the pictures
If they don't understand something, we look it up on the internet so we can show images
Experience
Doing an activity that gives them context
Have a physical/ oral experience before get to the text
Act it out – Use drama or role-play to bring the setting or characters to life.
Check for understanding
Ask questions as you read – Pause to check understanding and talk about what's happening.
Discuss, comprehension strategies/questions
How do you support students who struggle with reading or writing in English?
How do you support students who struggle with reading or writing in English?
Encourage oral language first
Let students talk about their ideas before writing.
Use their home language – Let them use it to understand or plan before moving to English.
Student verbalising what they what to write before starting
More structured support in class
Front loading
Have them copy a sentence, think of their own sentence and I write it, work with a buddy
Scribe for them
Targeting learning to their needs
Differentiation
Acceleration groups
Teacher aide/kaiawhia support, one to one help during writing.
Working 1:1 or in small groups so they can have access to help.
In class target groups writing and SL, (learning support - Tier 2) - BSLA or other approach
One to one teacher help to get started,
Some children we 'double dip' with extra spelling or reading groups.
We have extra literacy support so they get double exposure of everything.
Tier 3 SENCO and/or specialist teacher
Structured Literacy and Explicit teaching
SL is our main way
Explicit scope and sequence for literacy and writing
Targeted teaching approach
Explicit teaching practices:
Practice, practice, practice
Repeat and revisit – Go over new words or texts more than once to build familiarity
Break tasks into small steps – simple instructions - one at a time
Combined with Modelling
Focus on handwriting to support writing
Specific teaching of skills.
Read together
Do shared reading
Echo reading
Buddy reading to build confidence.
Reading lots of different books for supporting reading and I co-read with them
Encourage parents to just read to their kids
Teaching materials
Use visuals – Pictures, diagrams, and symbols help make meaning clear.
Use sentence starters – Help students begin their writing with prompts like “I see…” or “My favourite…”
Templates
Use word banks
Sound cards
Provide key vocabulary and letter-sound supports.
Giving student labelled pictures of key words to use in their writing
Cut up sentences
For writing we may need to use voice to text recognition. We teach our class how to get text to talk to them when looking things up on the internet.
Reading pen (C Pen reader)
Give lots of praise and support
Celebrate effort, not just correct answers.
Lots of encouragement and support
Build on what they do know.
What role do families play in supporting their children's English development in your class?
What role do families play in supporting their children's English development in your class?
The range of responses was from "nothing in the class, they support at home" to "as involved as I can get them. They are essential!" with "a bigger role at IEP level".
Many of our whanau struggle with English themselves
...however, they do support their children with working on Steps Web at home, reading to them and practising on Learning Village.
It varies. For some, the only English spoken is at school as they speak in their native tongue at home. We encourage this but it does mean it can sometimes all be up to us.
Read together with your child
Reading books in any language, including picture books, helps build vocabulary and comprehension.
Readers are sent home each day and families are encouraged. to read daily, even if they are just reading to their children.
In the past we have run - 'Reading with your child' groups
Practise at home what student is doing at school eg using picture cards of alphabet/ nouns/verbs at home
Stay in touch
Regular communication helps families know how to support learning at home.
Sharing learning goals with whanau and ways they can support learning at home
Join classroom activities – When possible, helping at school or attending events supports language use in real contexts.
Talk with their child in any language
"Strong oral language in any language supports English learning".
They are encouraged to speak their own language at home to a high level which helps their child to learn more difficult vocab
Get them to ask about school – Talking about what the child is learning builds confidence and makes connections.
Share cultural stories and experiences – This builds identity and gives students ideas for speaking and writing in English.
Encourage their child – Praising effort and showing interest builds motivation and a love for learning.
Describe any effective strategies for diverse language learners
Describe any effective strategies for diverse language learners
Peers
Lots of peer interactions so they are able to learn from each other.
Using other children to help them and to explain to them what is needed.
Use group work and peer support – Pairing students with supportive buddies builds confidence and allows for more natural language use.
Getting ELL'S to share about their culture, family and social practices, is engaging and confidence in the topic is already there.
Small group work
Celebrate all languages
Encourage students to share their home languages, making them feel proud and valued.
Encouraging families to continue speaking in their home language at home, keeps clear boundaries for tamariki when learning the language and I have found it is easier for them to pick it up.
Getting to know them and their home language - showing genuine interest in learning their language from them. It makes them want to learn English off you.
Patience and good modelling
Model language often – Speak clearly, repeat key phrases, and show how to use new words in context.
Modelling speech in English.
Resources
Use visuals and real objects – Pictures, gestures, and real items help make meaning clear without relying on English alone.
Use bilingual resources when possible – Dual-language books, translated instructions, or home language support help bridge understanding.
ESOL teaching goals around sentence structure, grammar, plurals etc.
Vocabulary books, that students write in.
In writing, we use visual peer and self-assessment sheets for the children to track their understanding of genre against.
Translating - Using tools - Asking other tamariki with the same language to translate
Class tone/environment:
Providing a safe environment for risk taking and making mistakes
Hands on
Create routines – Familiar classroom routines and repeated sentence patterns help students feel secure and ready to join in.
Oral language programme
Talking frames
Lots of discussions around what we are reading to help them understand the NZ context and fill in gaps in their knowledge.
Front loading learning for classroom inquiry learning
Providing a recording/link of a reader to use at home.
Listening to recorded stories prior to reading sessions
Build on what they know – Link learning to their home language, culture, and life experiences to make English more meaningful.
Structured Literacy.
Phonics focus has been really helpful
Lots of practice and repetition
Teach key vocabulary explicitly – Focus on the important words for each topic and use them often in different ways.
A few resources and helpful PLD mentioned by kaiako
A few resources and helpful PLD mentioned by kaiako
Supporting English Language Learning in Primary School SELLIPS, resources
English Language Learning Progressions. ELLP – Supports tracking language development and planning next steps.
Click the button above to take you to the Key information for schools about bilingual | ESOL learners section of this website.
Various publications by Jannie and colleagues can be found at :
People!!
We have a teacher who takes our ESOL groups and she shares good ideas
Native speaking teacher aides
Collaborating with colleagues – Sharing strategies, co-planning, and reflecting together can deepen your teaching practice.
StepsWeb
A gamified approach to structured literacy. Customisable. Subscription required.
Colourful Semantics
Colourful Semantics is a visual approach to teaching grammar and sentence structure, primarily used to support children's language development. It uses colour-coded cue cards to represent different parts of a sentence, helping children understand word order and meaning
Information and resources here
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