Professional Documents
Culture Documents
TESOL
By Tess Parton
S00135139
SOCIO-CULTURAL KNOWLEDGE
REQUIRED BY THE TEACHER
Understanding the students background is essential. It not only specifies what strategies the
teacher should employ for maximum language acquisition but also to comprehend how and why
they interpret situations differently. These differences in thinking styles come in the forms of
customs and rules. To educate your student, you need to understand them and their cultural
traits. The common variations of customs and rules are shown mostly in conversation. These
include;
speakers and body contact, paralinguistic- volume and pause) these can change how a message
is received or given.
Topics of conversation ( lack of formality means they may ask personal questions or talk about
taboo topics)
Speech acts (turn taking, apologies, reciprocating questions, compliments and invitations)
These forms of expression can alter how the students message is received by others. As a teacher
you need to accommodate for how the student articulates themselves and at the same provide
models or highlight how your culture behaves in those situations.
how a student behaves but not necessarily why. Majority of EAL learners in
Australia are refugees from war-torn countries. This trauma, impacts on the
student socially, psychologically and physically. In serious cases they suffer
from PTSD, which can effect their cognitive functions and overall wellbeing.
The most common effect observed is anxiety. As they are in a new
environment and need to understand new customs and rules. Their families
have the added stress of establishing financial security within their new
community. At school they are expected to participate in a language that is
unfamiliar, with a teacher who uses a different teaching style with different
content and materials.
that they dont belong. This is a forerunner of being pessimistic about their
future and therefore impacting on their overall motivation to learn.
To understand the student you need to embrace where they have come
from, what they have experienced and how you can use their prior
knowledge and experiences to assist them in their learning. That because of
their past, they may be reluctant at first but with encouragement and
perseverance you both may achieve your goal.
and who require additional support to assist them to develop proficiency in English. EAL/D
students come from diverse multilingual backgrounds and may include:
Overseas or Australian-born students whose first language is a language other than English
Aboriginal and Torres Strait Islander students whose first language is an Indigenous
language or dialect other than Standard Australian English (SAE) and who require
additional support to develop proficiency in SAE, which is the variety of spoken and written
English used formally in Australian schools. The acronym EAL/D foregrounds the English
language learning needs of Aboriginal and Torres Strait Islander students who speak an
Aboriginal or Torres Strait creole, or a variety of Aboriginal English, as their home language,
as well as those who speak a traditional or heritage Indigenous language; and of migrant
and refugee students who speak an English-based creole, pidgin or dialect as their home
language, as well as those who are learning English as a second or additional language
(ESL/EAL).
Words
Reading
Writing
Beginning
Begin to scribble
Stages
Words
Reading
Writing
Early
This means;
They are heavily reliant on their teachers and peers for support.
They have limited access and modification cannot always be conducted.
They feel unsafe to explore or develop own vocabulary out of fear of making mistakes.
These barriers hinder the students process in acquiring a new language, however, as
they are immersed in this culture 32 hours a week, they will slowly but gradually gain
more insight.
That being you usually listen, then speak, then read and finally write.
However, because these student may have already achieved all four strands in
often stick with simple phrases for fear of mistakes. However, this becomes a
problem later as the fewer words you know the less you can explain.
Their past language will always influence and effect how quickly they can
acquire their new language.
to act, to know and to be, to mediate complex social and cognitive activities.
Clarification of concepts- Asking questions in L1 to gain a clearer
Telegraphic speech and content word- using simple words initially and knowing
Besides repetition and modification of work. A huge emphasis is placed on teacher modelling, use of
emotions/experiences and the use of visuals within the classroom.
Modelling is said be completed in three phases;
Modelling activity- teacher demonstrates how a task or conversation is to be conducted. The
teacher needs to be explicit, so that there are no miscommunications or confusions. This is where
the use of a visual or concrete material can help aid in the students initial understanding.
Transition to joint construction- students in groups/pairs discuss and work together to
complete the task. This process is so students can clarify their ideas in a safe environment. This
one on one aspect allows students to receive instant feedback from one another and gain
communication skills.
Independent construction- finally completing the task on their own. This should be attempted
after modelling and transition. The students also need to be aware that their work is always a
work in progress never an end product. This idea of completion makes it difficult to begin an
activity as they have high expectations and fear they cannot reach these standards; also as it is a
work in progress they are free to continually change and edit their own work.
It moves from expert, to peer, to self; allowing students to gain communication skills and complete
the task with constant support.
memory channels. Most EAL students prefer to write about themselves or things they are
knowledgeable about. This aspect could be used when trying to expand vocabulary, as
they are familiar with the topic and therefore will be more willing to take risks/experiment.
communication its relationship with imagery is vital. It is said that visual and verbal forms
of communication are innate in a child- drawing demands its development and cultivation
as imperatively as does speech e.g. visual elements, verbal or gestural/actions. It
promotes a deeper learning, understanding and retention of material.
Besides allowing students to draw deeper connections, it also acts as a support for verbal
instructions. If students dont know a word, but are shown an image of it, the meaning is
not lost. Likewise to increase vocabulary you could sticky note objects in the classroom in
English, so as to create a constant learning environment.
These strategies of having visuals, using experiences and modelling; allows the student to
feel familiarity and security if they dont initially understand. This allows the student to feel
less anxious and therefore more willing to challenge themselves further.