Fostering Individual Literacy Development through Differentiated Learning
It is important to remember that not one individual is the same in the way one learns, comprehends or acquires a language therefore a case by case basis should be researched and individual needs acknowledged in order to develop a literacy plan that is beneficial for the learner.
Rennie & Evan Ortlieb maintains that “every student possesses distinctive qualities and unique insights that must be developed and encouraged.” ( Jennifer Rennie and Evan Ortlieb, 2012, p. 21)
It can be quite daunting teaching students who have a limited understanding of the English language as some may not know the meanings of simple English words or gage simple instructions, making it difficult for teachers to communicate effectively with them. What teachers also need to recognise is that starting school in a foreign country with a language that may not at all be familiar to the learner, can be more than overwhelming and somewhat scary particularly for younger learners. Therefore it is vital to build a rapport with your student and establish a more personal relationship that may also include communicating with the learner’s family. This will then lead to a level of trust, confidence and motivation in the classroom.
As Warrington suggests, knowing your students provides an important way to exemplify and validate the ESL learners heritage, culture, language, life experiences and knowledge thus allowing teachers to build that rapport . Moreover, identifying aspects of the individual learners aptitude, in turn aids teachers and other classroom helpers. Gaining these insights ultimately guides the teacher in what the students needs to know and how to motivate and engage them so as to promote successful learning.
“Learner directives in developing materials, supplementation of an individual curricula, on-going assessments and implementing a range learning strategies. An assessment of needs also provides further information to what topics, contexts, and interests that students perceive as needs.” (Warrington, 2010)
This also lends itself to inspiration for differentiated instruction and learning. Through differentiated instruction, teachers are able to implement elements of choice, flexibility and creativity via an on-going assessment of students from ESL backgrounds. This form of instruction is also relevant to the rest of the class but in the case of ESL learners, I think it is something to keep in mind as a strategy that allows teachers to cater for their individual needs. Differentiation in the content being taught or how students are processing and developing an understanding of literacy concepts and skills, as well as the ways in which students demonstrate what they have learned and their level of knowledge through varied literacy productions will determine a continual revision of what their students need to know. (Anderson, 2007)
In addition, “Instead of varying the learner objectives and lowering performance expectations for ESL students, teachers may differentiate the content by using texts, novels, or short stories at varying reading levels or implement multi-literacy tactics.” (Anderson, 2007)
References
Jennifer Rennie and Evan Ortlieb. (2012). Diverse literacy learners: Deficit versus productive pedagogies. In E. O. Jr., Literacy Research, practice and evaluation: School-based interventions for struggling readers, K-8. (Vol. 3, p. 21). Emerald Group. Retrieved 09 2013
Reid Wilson and Stephen D.Krashen. (2000). ASummary of Stephen Krashen's "Principles and Practice in Second Language Acquisition" 1981. Retrieved 08 2011, from The Language Impact: http://www.languageimpact.com/articles/rw/krashenbk.htm
Anderson, K. M. (2007). Differentiating Instruction to Include All Students. Preventing School Failure , 51(3), 49-54. Retrieved from http://search.proquest.com.ezproxy.lib.monash.edu.au/docview/228568951?accountid=12528
Lewis and Lewis. (2011). Students who have English as a second language (ESL). Retrieved 09 2013, from Lewis and Lewis: Psychological Consultancy Services: http://www.lewisandlewis.com.au/wp-content/uploads/2011/11/fact_sheet_ESL.pdf
Piaget, J. (1976). Piaget's Theory. In J. Piaget, & B. I. al. (Ed.), Piaget and His School: A Reader in Developmental Psychology (pp. pp 11-23). New York: Pringer-Verlag. doi:10.1007/978-3-642-46323-5_2
Warrington, S. D. (2010). The ‘What’, ‘Why’ and ‘How’ of Needs Assessment for Adult ESL. Retrieved 09 2013, from Asia University: http://www.asia-u.ac.jp/cele/cele_assets/CELE%20Journal%202005%20Vol%2013/007Stu%20second.pdf
Rennie & Evan Ortlieb maintains that “every student possesses distinctive qualities and unique insights that must be developed and encouraged.” ( Jennifer Rennie and Evan Ortlieb, 2012, p. 21)
It can be quite daunting teaching students who have a limited understanding of the English language as some may not know the meanings of simple English words or gage simple instructions, making it difficult for teachers to communicate effectively with them. What teachers also need to recognise is that starting school in a foreign country with a language that may not at all be familiar to the learner, can be more than overwhelming and somewhat scary particularly for younger learners. Therefore it is vital to build a rapport with your student and establish a more personal relationship that may also include communicating with the learner’s family. This will then lead to a level of trust, confidence and motivation in the classroom.
As Warrington suggests, knowing your students provides an important way to exemplify and validate the ESL learners heritage, culture, language, life experiences and knowledge thus allowing teachers to build that rapport . Moreover, identifying aspects of the individual learners aptitude, in turn aids teachers and other classroom helpers. Gaining these insights ultimately guides the teacher in what the students needs to know and how to motivate and engage them so as to promote successful learning.
“Learner directives in developing materials, supplementation of an individual curricula, on-going assessments and implementing a range learning strategies. An assessment of needs also provides further information to what topics, contexts, and interests that students perceive as needs.” (Warrington, 2010)
This also lends itself to inspiration for differentiated instruction and learning. Through differentiated instruction, teachers are able to implement elements of choice, flexibility and creativity via an on-going assessment of students from ESL backgrounds. This form of instruction is also relevant to the rest of the class but in the case of ESL learners, I think it is something to keep in mind as a strategy that allows teachers to cater for their individual needs. Differentiation in the content being taught or how students are processing and developing an understanding of literacy concepts and skills, as well as the ways in which students demonstrate what they have learned and their level of knowledge through varied literacy productions will determine a continual revision of what their students need to know. (Anderson, 2007)
In addition, “Instead of varying the learner objectives and lowering performance expectations for ESL students, teachers may differentiate the content by using texts, novels, or short stories at varying reading levels or implement multi-literacy tactics.” (Anderson, 2007)
References
Jennifer Rennie and Evan Ortlieb. (2012). Diverse literacy learners: Deficit versus productive pedagogies. In E. O. Jr., Literacy Research, practice and evaluation: School-based interventions for struggling readers, K-8. (Vol. 3, p. 21). Emerald Group. Retrieved 09 2013
Reid Wilson and Stephen D.Krashen. (2000). ASummary of Stephen Krashen's "Principles and Practice in Second Language Acquisition" 1981. Retrieved 08 2011, from The Language Impact: http://www.languageimpact.com/articles/rw/krashenbk.htm
Anderson, K. M. (2007). Differentiating Instruction to Include All Students. Preventing School Failure , 51(3), 49-54. Retrieved from http://search.proquest.com.ezproxy.lib.monash.edu.au/docview/228568951?accountid=12528
Lewis and Lewis. (2011). Students who have English as a second language (ESL). Retrieved 09 2013, from Lewis and Lewis: Psychological Consultancy Services: http://www.lewisandlewis.com.au/wp-content/uploads/2011/11/fact_sheet_ESL.pdf
Piaget, J. (1976). Piaget's Theory. In J. Piaget, & B. I. al. (Ed.), Piaget and His School: A Reader in Developmental Psychology (pp. pp 11-23). New York: Pringer-Verlag. doi:10.1007/978-3-642-46323-5_2
Warrington, S. D. (2010). The ‘What’, ‘Why’ and ‘How’ of Needs Assessment for Adult ESL. Retrieved 09 2013, from Asia University: http://www.asia-u.ac.jp/cele/cele_assets/CELE%20Journal%202005%20Vol%2013/007Stu%20second.pdf