NO ENGLISH - Department Of Education And Training
NO ENGLISHDon’t panicA handbook for teachers ofEnglish as an additional language learnersin their first few weeks at schoolin Australia
NO ENGLISHDon’t panicA handbook for teachers ofEnglish as an additional language learnersin their first few weeks at schoolin Australia
AcknowledgmentsOriginal writersTasoula McDougall, Norma Murray, Janet SakerIllustratorMarjory GardnerFirst edition 1991Revised edition 2000Updated and reprinted 2006Revised 2014Published by Department of Education and Early Childhood DevelopmentMelbourneJuly 2014 State of Victoria (Department of Education and Early Childhood Development) 2014This work is licensed under a Creative Commons Attribution 4.0 International You are free to re-use the work under that licence, on the condition that you credit the State ofVictoria as author. The licence does not apply to any images, photographs or branding, includingthe logo of the State of Victoria, Department of Education and Early Childhood Development.Authorised and published by the Victorian Government,1 Treasury Place, MelbourneISBN 0 7360 1716 5AccessibilityIf you would like to receive this publication in an accessible format, such as audio, pleasetelephone 1800 809 834, or email edline@vic.gov.auThis document is also available on the internet at www.education.vic.gov.au/eal
ContentsIntroduction4Enrolment and placement5EnrolmentWelcome the new familySeek background informationRefugeesProvide school information and orientationPlacing studentsEnglish language schools and centresGetting startedSettling inTeacher talkClassroom organisationInvolve other studentsAssessing and monitoring EAL developmentAssessment strategiesTeaching EnglishClassroom instructional languageInterpersonal EnglishSpecific vocabularyThemesConceptsEveryday things to ment form for new 7394041
IntroductionMany classroom teachers have little or no experience in teachingEnglish as an additional language (EAL). No English – Don’t panic hasbeen written to help these teachers cater for newly arrived EALlearners in their classes.Initially the task these students face in learning English may appeardaunting to the students and their teachers. No English – Don’t panicguides teachers in developing suitable programs and encouragesthem to realise that their good teaching practice is applicable totheir EAL students. There are hints for helping students to settle in,and many practical strategies and ideas for use during their first fewweeks in mainstream classroom settings.Although the target group in this document is primary schoolstudents, many of the strategies would be appropriate forsecondary students.No English – Don’t panic also suggests that the arrival in a school ofstudents from a language background other than English can be thestart of a positive and rewarding time for teachers and for otherstudents. Sharing in developing a student’s confidence and ability tocommunicate in English makes EAL teaching a uniquely satisfyingexperience.Note: No English – Don’t panic is suitable as support materialfor students at the A1 (Beginner) and B1 (Beginner) Stages ofthe EAL Companion to AusVELS4NO ENGLISH Don’t panic
Enrolment and placementEnrolmentWelcome the new family Try to put your new student’s parents at ease by providing awarm welcome. For guidelines for the use of interpreting and translatingservices in government schools see Accessing Interpreting andTranslating Services. Avoid using students as interpreters, except in a real emergency.Seek background informationThe first contact a school has with the new student’s parents orguardians at enrolment is an important opportunity to collect as muchinformation as possible about the student and their family. Your usualenrolment procedure will provide much of what you need to knowabout your new student, but in addition to this it is important tofind out about your new arrival’s language and learning history.An example of an appropriate form for collecting additionalbackground information about your student is provided on page 7.This form is included for printing on page 41 and 42 .It is particularly important that classroom teachers know about thelanguage and learning background of new students. The level of literacyyour student has attained in the first language will influence subsequentlanguage and literacy learning in English. Therefore, it is essential tofind out how much schooling a new student has had in the countryof origin and, if possible, the literacy level in their first language andin any other language in which the student may have been taught.NO ENGLISH Don’t panic5
Remember that: some students arriving in Australia have not attended schoolbefore some have had interrupted schooling some may have attended school, but not have been taught intheir first language.It is also important to talk to parents and guardians about themain language your student uses at home. Encourage parents andguardians to continue to use that language as well as English withtheir child. Explain that it is important for the child’s conceptual andsocial development to continue to learn their first language, withEnglish as an addition, not as a replacement for it.First language assessment materials are available to help assessstudents’ literacy understandings if their first language is Arabic,Chinese, Khmer, Somali, Turkish or Vietnamese. Teachers who areconcerned about the level of their new student’s reading andwriting in the first language will find this material particularly useful.It is important to be sensitive in eliciting background informationabout your student. Some families’ past experiences may make themuncomfortable about sharing information with strangers.Consequently, background information may need to be built upover time, so it can be useful to schedule a further interviewwith parents or guardians to take place some time after the initialenrolment interview.RefugeesRefugees may have various additional needs, particularly when theyare first settling in. Students and their families may have experiencedtrauma; they may be unsure about the fate of family members andfriends; they may have few resources; and they may have had littleaccess to education. Particular understanding is needed in thesecircumstances, as such students may take longer to: settle in begin to learn English make friends.Be particularly sensitive in gathering information about pastexperiences, but explain to parents and guardians that it is importantthat you know about any experiences that may affect their child’soverall happiness and feelings of security and self-esteem.For information about assisting students who have suffered tortureor trauma, contact Foundation House.6NO ENGLISH Don’t panic
Clarify the order of the name,pronunciation, and spelling, andalso the name your student willbe known by at schoolEnrolment form for new arrivalsSchool: Date://Student detailsIf living withguardians,indicaterelationshipto the studentFamily name:Sex:Given names: (include pronunciation guide)Date of birth:// Date of arrival in Australia://Address:Postcode:Home telephone:Country of birth:Nationality:If not employed,note the occupationin home countryMother’s/Guardian’s name:Father’s/Guardian’s name:Father/Guardian’s occupation:Mother/Guardian’s occupation:Other telephone contact:Language backgroundLanguage/s spokenLanguages read and nt’s educational backgroundYears of previous schooling:School starting age:Language of previous schooling:Was this the student’s first language?YESNOIndicate whether schooling was continuous/interrupted/home tutoring.Year level at time of leaving:Date of last school attendance:Has the student studied English before?When and for how long?NO ENGLISH Don’t panic7
Family informationFor example, dietaryor dress practicesResident status (e.g. Refugee, Temporary or Permanent):Other background factors that might affect the student’s school life:Position in family (e.g. 1st. child):Brothers’ and/or sisters’ names and year levels:SocialFriends/relations within the school and the communityStudent’s special interests8NO ENGLISH Don’t panicPerhaps someone whocould interpret in anemergency
Provide school information and orientationYour newly arrived student and family will need some basicinformation about the school. Explain the school’s structure and routine, school hours, termdates, discipline policy, homework policy, the importance ofexcursions, the system for ordering lunches, and so on. Stress the importance of developing ongoing communicationbetween school and home. Explain that parents are welcome at school and that the schoolhas opportunities for them to participate through parent/teachermeetings, school council meetings and the like. Provide translated information for parents, such asMultilingual School Notices. Organise a short tour of the school for the family, pointing outany special programs or features. Don’t forget to give parents and guardians opportunities toask questions, and be sure they understand that they cancontact the school at any time.Multilingual School NoticesNO ENGLISH Don’t panic9
Placing studentsCompetency in English is notthe same as cognitive ability ordevelopment.Primary students should be placed in a class that is appropriatefor their age. The English they will be hearing in lower year levelswill not necessarily be easier for them, and the curriculum maynot be appropriate for their age and interests. They may also findit harder to make friends among younger students. New Arrivals ProgramsNew arrivals are eligible to attend an intensive English languageprogram at an English language school or centre. Students aredeemed to be new arrivals if: They speak a home language that is not English and requireintensive instruction in EAL. They have commenced instruction:– in the case of students entering the first year of primaryschooling, within eighteen months of arrival– in the case of students entering all other years of schooling,within six months of arrival It may be helpful for you to visitan English language school orcentre to observe their program.They have permanent resident status. Some students ontemporary visas may also be eligible.Principals should make parents or guardians of newly arrived studentsaware of their right to access new arrivals programs in Englishlanguage schools and centres or in similar programs. Eligiblestudents are entitled to intensive EAL instruction that aims toprepare them for participation in mainstream schools. Studentsnormally attend an English language school or centre for six months.For further information contact the Principal or Coordinator at yournearest English language school or centre.10NO ENGLISH Don’t panic
Getting startedSettling in It takes TIME! Your student may not immediately start to use the new Englishthat is being learned. There is likely to be a period during whichyour new arrival prefers to watch and listen. This is a natural andunderstandable response to a new situation and a new language. Don’t force oral communication.It is important, however, to get some form of communicationgoing. Don’t be concerned if it is non-verbal. The importantthing is that you and your student are communicating. To getthe message across, both you or your student can use:– gestures– pictures– miming– illustrations– sketches Value and accept all attempts by your student to communicate.Respond to the content of the communication, not the form. By responding in this way you will:– provide positive and encouraging feedback and correction,and value your student’s attempts to communicate– pay attention to the meaning of the communication and notthe form, so you will be responding genuinely to what youstudent is saying. In any communicative interaction your student will need thinkingtime to comprehend and then formulate a response.Errors are a natural part ofthe process of languagedevelopment. Provide positiveand encouraging feedback andmodelling.NO ENGLISH Don’t panic11
Remember, your student will understand more English than canbe produced. Your student has already learnt at least one language and,therefore, knows a great deal about how to learn a language.Part of that process in both first and second language learninginvolves hypothesising the rules and structures of a language.Second language learners formulate rules for themselves ina way that makes sense to them. Any errors in this initialpredictive language used by your student should be supportedand not labelled as incorrect. They indicate that learning is takingplace. For example:– rules of tense: look – looked, may result in see – seed being used– rules of plurality: cat – cats, may result in mouse – mouses12NO ENGLISH Don’t panic
Learning a new language is a long-term developmental processand it is likely to take from five to seven years for your studentto become fully proficient in English. The rate of learning willvary depending on your new student’s:– age– educational background– proficiency in their first language– self-confidence– previous teaching and learning styles. It will take time for your newly arrived student and parentsor guardians to come to terms with the differences betweenschooling in the country they have come from and what theyencounter in their new school in Australia. Parents, for exampleare often confused when Australian teachers provide variouslevels of class work for students in the same year level. Manycountries work to a national syllabus, and may not cater fordiffering levels in the same way that is done in Australia. Otherareas of difference may be:– school routine– homework expectations– teaching and learning styles– discipline– differing emphasis in curriculum areas– assessment procedures– the relationship between teachers and students. Initiate regular communication with the student’s family by doingthings such as sending home a photography excursion book andencouraging your new arrival to take school work home. While most students are likely to respond well to their newlearning situation, it is important to understand that for some thiswill be quite a stressful time. The pressure of coping with a newenvironment, language and culture may result in extremes ofbehaviour from withdrawal to unfriendliness, and could include:– restlessness– loss of concentration– attention seeking– becoming involved in disputes or fights with other students– difficulties in focusing on the task– boredom, anxiety or depression.NO ENGLISH Don’t panic13
Try to avoid cultural misunderstandings that could resultin embarrassment between yourself and your student byfamiliarising yourself with possible areas of misinterpretation.For example, in some cultures it is disrespectful to:– beckon with the open hand or with the index finger upwards– make eye contact with teachers– speak unless spoken to. Don’t assume your student is at the same stage of conceptualdevelopment as the other students in the class. Variations mayoccur due to:– different school starting age– different beginning points to the school year, for example inSeptember rather than February– disruption to education during resettlement– differences in the curriculum at their former school. 14NO ENGLISH Don’t panicSome parents/guardians may also be learning English, so may beable to assist their child as they learn English together. Otherswill not be able to directly support their child’s English languagelearning, but will be able to play a vital role in their child’soverall language and literacy learning by maintaining use of theirchild’s first language. Research shows that this enhances secondlanguage acquisition. So, encourage parents and guardians tocontinue first language development in the home and to assisttheir child with English when they are able to do so.
Teacher talkYou can help your new EAL student by observing the followingpoints when speaking to them and the class as a whole: Speak at a normal pace. Don’t speak too quickly or too loudly. Use clear, common, consistent instructions and repeat ifnecessary. Don’t use too much jargon or too many colloquialisms. Use verbal cues or gestures to support talk. Don’t overwhelm your student with too much talk. Speeches,and long-winded explanations with no non-verbal cluescan confuse and discourage students who are struggling tounderstand, causing them to ‘tune out’. Reinforce your oral instructions in writing where appropriate.This helps your student to see as well as hear the new language. Ask real questions and expect real answers.NO ENGLISH Don’t panic15
Classroom organisation16NO ENGLISH Don’t panic Don’t panic! A lot of your everyday classroom routines,organisation and activities will benefit your new student,although at this stage outcomes will not be the same as forthe others in the class. The charts, pictures, book corners, games, listening posts andtask centres that are part of your stimulating, language-richclassroom environment will promote incidental English languagelearning and encourage your new student to communicate. Opportunities abound in art, mathematics, science, music andphysical education to involve your EAL student in meaningfulactivities, with social and linguistic benefits to be gained. Regular ‘breathers’ for your new arrival from high intensity oralwork are essential to lessen anxiety and fatigue. Jigsaw puzzles,construction and art materials can usefully occupy a newstudent during these breaks.
Involve other studentsMost of the activities that your new arrival is involved in shouldbe shared with other students. This will promote English languagelearning and help friendships to develop. By doing some of thefollowing activities you will acknowledge your new student’s firstlanguage and culture while helping the rest of the class react positivelyto the new student’s situation and culture: Display a map of the world showing the route the new studenttook in travelling from the country of origin to Australia. This canbecome an activity for the whole class, with everyone researchingtheir families’ (parents/grand/great grand parents) countries oforigin and the route they took to reach Australia. Teach some simple greetings in your new arrival’s first languageto the other students. Establish a buddy system within the class to help settle in thenew arrival. Develop your new student’s confidence and security by findingout if there are other students in the school with the samelanguage background, and if so, arrange a meeting. Encourage all your students to share the responsibility of helpingyour newcomer settle in. They do not need to be able to speakthe language of the new student to be able to do this.NO ENGLISH Don’t panic17
Assessing and monitoring EALdevelopmentNew EAL students’ progress can be acknowledged and celebratedif the English they understand, and their success in using it for realcommunication is regularly assessed and monitored. Assessmentwill also help you to provide a well-rounded program for yournew learner.It is important to understand that your new student will followa pathway of EAL learning that needs to be described in its ownterms, rather than through material that has been developedfor students who come to school already speaking English. InVictoria the EAL Companion to the AusVELS (known as ‘theEAL standards’) describes stages of EAL development. The EALstandards provide an overview of: the broad stages of English language development an outline of the major components of EAL curriculum a set of standards describing the expectations for EAL learners.You can use the EAL standards to monitor and assess yourstudent’s EAL learning, and to help you to talk about progress inEnglish language learning when reporting to parents.The EAL standards describes development throug
New Arrivals Programs New arrivals are eligible to attend an intensive English language program at an English language school or centre. Students are deemed to be new arrivals if: They speak a home language that is not English and require intensive instruction in EAL. They have commenced instruction:
Title: Std. 5th Perfect English Balbharati Workbook, English Medium (MH Board) Author: Target Publications Subject: English Balbharati Keywords: 5th std books maharashtra board, fifth standard english medium maharashtra board, 5th std english book, 5th std english digest, 5th std english lessons, std v english book, 5th standard english guide maharashtra b
French English or German English; instead we have a variety of English spoken in India, such as Hindi English, Bengali English, Urdu English, Tamil English, Kannada English, Malayalam English, Telugu English based on all these variations it can be named as Ind
Accreditation Programme for Nursing and Midwifery . Date of submission of report to Bangladesh Nursing and Midwifery Council_ 2) The Review Team During the site visit, the review team members validate the self-assessment for each of the criteria. . as per DGNM guideline. Yes ⃝No
5th std books maharashtra board, fifth standard english medium maharashtra board, 5th std english book, 5th std english digest, 5th std english lessons, std v english book, 5th standard english guide maharashtra board, 5th standard english balbharti, 5th standard english
English UK - ATC Winchester is a member of English UK - the Association of Recognised English Language Services - and follows the English UK Code of Practice. Quality English - ATC Winchester is a member of Quality English: an association of privately owned English language schools that are committed to providing high quality English courses to
26 English Global English APSACS Edition 1 Cambridge University Press 27 English Global English APSACS Edition 2 Cambridge University Press 28 English Global English APSACS Edition 3 Cambridge University Press 29 English Global English APSACS Edition 4 Cambridge University Press 30 English AFAQ - IQBAL Series 1 AFAQ Publishers Lahore
Cambridge English and QS have worked together to answer these questions and more. In this report, we present a global, cross-industry overview of English language skills in the workplace. Cambridge English is the global leader in English language assessment. We offer a wide range of English language exams, including business English tests. Our exams are accepted by over 20,000 organisations .
27 First Language English Cambridge Primary English 3 9781107632820 ambridge Primary English Learner’s ook 3 28 First Language English Cambridge Primary English 3 9781107682351 Cambridge Primary English Activity Book 3 29 First Language English Cambridge Primary English 4 9781107675667
