Parramatta West Public School

1. EDUC373- Assignment 2 Lisa Hankinson- 42449286 Leona Mitchell- 42465346 Parramatta West Public School Multicultural Literacy Strategies How to improve students’ literacy outcomes throughout the curriculum in Stage 2 by using various strategies and resources including ICT tools. Quality, Diversity, Success

2. Parramatta West Public School • Western suburbs primary school, located in the Parramatta diocese. • Enrolment of 559 students. • Over 52 different languages spoken, with students coming from varying non English speaking backgrounds. • Percentage of the students come from a refugee background. • The school has been allocated three ESL teachers, one for each stage. • These teachers focus on withdrawing students from the classroom setting to work on language development. • Literacy, numeracy and student welfare are key focus areas. (Parramatta West Primary School; http://www.parramattw-p.schools.nsw.edu.au).

3. School Issues • 8% of students began mainstream schooling this year having no exposure to English. These students are spread throughout the stages. • 40% of students express confidence in speaking English in social situations but require additional support when interpreting and producing texts. • The classroom teachers lack training in EAL literacy strategies to implement within learning experiences. • Lack of parent involvement in child’s learning, no links between home life and school life. • Parents’ literacy skills are not enhancing child’s literacy development. • Low socio-economic area, many don’t have access to resources.

4. Literacy Issues Specific to Stage 2 • Standardised testing results indicate that the area of literacy that students performed weaker in was reading. Language has been indicated as the main barrier to success. • Lack of ESL trained teachers is resulting in many students underachieving due to language barriers.

5. PWPS 2012 NAPLAN Literacy Results (Parramatta West Primary School; http://www.parramattw-p.schools.nsw.edu.au).

6. PWPS 2012 NAPLAN Literacy Results (Parramatta West Primary School; http://www.parramattw-p.schools.nsw.edu.au).

7. Issue-Enhancing teacher confidence in teaching EAL students • Collaborative teaching- work with the EAL teacher available to create units of work that meet the needs of students (NSW Department of Education and Training, 2004). Suggested strategies classroom teachers could use: • Overall, combination of strategies including whole language and phonics based approaches. • Maintain a focus on explicit guided and independent reading instruction as part of an uninterrupted literacy block daily in all classrooms. • Use ICT tools that promote literacy development throughout the curriculum but are not English language privileged or ignore students first language. (McIntosh, 1998).

8. Strategies for Incorporating Technology in the ESL Literacy Classroom • ICT tools available: • Interactive whiteboards in all classrooms • 15 computers in allocated technology rooms • 10 i-Pads per stage • Students have access to the 20 library computers at lunch time. • Integrate technology and computer skills throughout your stage 2 literacy program. • Provide students opportunities to practice with technology that they may use. • Make computer skills a regular part of the learning process. For example, use computers to help deliver material in the class (video clips, images, etc.) and as a tool for learners to improve their language skills and source information.  • The more learners are exposed to computers, the more comfortable they will feel using them.  (Harris, 2009).

9. Computer lessons cont. • Many learners will not have the opportunity to use computers outside of the classroom. • Students therefore will need opportunities to practice before they feel confident with their skills. • Learners will benefit from a re-introduction of skills practiced previously at different points throughout their learning. • As teachers it is our job to provide a safe and supportive environment in which learners can experiment, experience success and progress gradually in a non-threatening environment. • Another strategy is to set aside part of the class for learners to work together. • Learners more skilled with computers can work with learners who have less developed computer skills. (Harris, 2009).

10. Collaborative Learning Program-Website that provides resources for classroom teachers • Provides a variety of resources such as lessons and worksheets that are useful for all students but are specifically useful for EAL students. • It is a British organisation, but has been retrieved from the DET website who encourages teachers to use this ICT tool.

11. Collaborative Learning Project • Designed with the learning needs of EAL/bilingual students in mind • Activities encourage peer communication within the classroom to enhance students oral literacy. • Aimed to improve students overall literacy understanding when interpreting texts • Provides resources for all KLA’s, therefore enhancing students literacy throughout the curriculum.

12. Digital Storytelling- writing and comprehension • Digital storytelling is an interactive tool that can be used both as a collaborative and independent resource. • Allows for intellectually challenging learning experience that enhances students critical thinking whilst strengthening literacy development in an engaging context (Gibbons, 2008). • Enhances student participation in interactive learning activities that allows for creative writing expression in a non-threatening environment, whilst encouraging reading in diverse genres (Whittingham, et. al, 2013).

13. Digital Story Telling Versatile tool that allows for differentiation depending on student’s ability level and has the flexibility to be accessed in multiple ways to fit their needs(Whittingham, et. al, 2013). http://www.carnegielibrary.org/kids/storymaker/

14. Digital Story Telling • Provides more visual cues to engage EAL learners and enhance their understanding of text and reading fluency. • Provides a rich and active interaction between the student and the learning environment. http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker

15. Including various resources and features that assists and enhances students learning such as interactive online tools are seen to improve students writing skills and overall literacy development (Sitko, 1998). Tools that could aid EAL students with their writing development: • Various online dictionaries can allow for vocabulary improvement, writing development and reading comprehension fluency as students make the connection between their first language and English http://lrr.cli.det.nsw.edu.au/web/eslpicturedict/ http://www.bilingualdictionaries.com

16. Pic-lits • Aids students word recognition and teaching creative writing. • The images and accompanying word banks provide visual and vocabulary support for ESL students and reluctant writers. • Students transform what they know or what they have learnt across different forms and in a new context (Gibbons, 2008). http://www.piclits.com/compose_dragdrop.aspx

17. Reading Eggs- Enhancing Reading Development • Encourages essential skills through interactive reading experiences • Allows students to progress at own pace • Encourages the establishment of a reading culture • Highly engaging and interactive • Can also be used at home which bridges the gap between home and school as parents can also see their child’s literacy development and progress.

18. Enhancing Parent Involvement • Need to create an inclusive environment, where parents feel involved in their child’s learning. Parent involvement is seen to enhance students overall achievement (Markose, et al, 2011). • Students only spend 16% of their childhood in school and the rest with family therefore parents play an important role in student’s literacy development (reference). • Encourage parents to get involved by offering free literacy/computer classes at the school. This will allow parents to develop skills that could enhance their child’s learning. • Encourage parents to volunteer in classroom reading time or literacy sessions. This will allow them to improve their own reading, be role models to students and support student learning and illustrate parental value of education. • These initiatives could potentially bridge the gap between promote parent support of student learning at home, i.e. home reading program and Reading Eggs program.

19. Letter Pop • An online newsletter. • A channel to communicate to parents, particularly parents of a non-English speaking background. • Translated in a variety of different languages. • Creates connections with student and parents, promoting inclusivity. • Encourages parent involvement. http://www.letterpop.com

20. Class Web Site • Establish regular, meaningful communication between home and school. • Promote and support parenting skills. • Encourage active parent participation in student learning. • Welcome parents as volunteer partners in schools. • Invite parents to act as full partners in making school decisions that affect children and families. • Reach out to the community for resources to strengthen schools. (National PTA: http://www.pta.org) http://www.wikispaces.com

21. Conclusion • Dooley (2008) suggests, students need to feel a sense of belonging within the classroom and school environment. • Technology within the classroom and at home is a useful tool to engage and support ESL students in mainstream classrooms as much as possible. • Our ultimate aim as teachers is to empower learners with the language, learning strategies and life skills to be successful in their communities.

22. References • ABC Reading Eggs. (2013). Using ABC Reading Eggs in your classroom. Retrieved on October 10, 2013, from http://readingeggs.com.au/schools/ • Bilingual Dictionaries Inc. (2013). What is Word to Word. Retrieved on October 7, 2013, from http://www.bilingualdictionaries.com • Cambridge English Online. (n.d.). Story Maker. Retrieved October 10, 2013, from http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker • Carnegie Library of Pittsburgh. (2013). My StoryMaker. Retrieved on October 10, 2013, from http://www.carnegielibrary.org/kids/storymaker/ • Dooley, K. (2008). Multililiteracies and pedagogies of the New Learning for Students of English as an additional language. In Healy, A., Multiliteracies and Diversity in Education. Oxford: Oxford University press (Chapter 5). • Harris, J. (2009). Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of research on technology in education, 41 (4), 393-419. • Gibbons, P. (2008). ``It was taught good and I learned a lot'': Intellectual practices and ESL learners in the middle years. Australian journal of language and literacy, 31(2), 155. • Harris, J. (2009). Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of research on technology in education, 41 (4), 393-419. • Letterpop. (2010). Retrieved October 7, 2013, from http://www.letterpop.com. • Markose, S., Symes, C., & Hellstén, M. (2011). ‘In this country education happen at the home’: two families in search of the instruments of appropriation for school success. Language and Intercultural Communication, 11(3), 248-269. • McIntosh, P. (1998). Unpacking the invisible knapsack. In E. Lee, D Menkart & Okazawa-Rey (Eds.) Beyond Heroes and Holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. (pp 77-80) Washington DC: Teaching for Change.

23. National PTA. (n.d.). National PTA – every child, one voice. Retrieved October 12, 2013, from http://www.pta.org. • NSW Department of Education and Training (2004).English as a Second Language Guidelines for Schools, Retrieved on October 10, 2013, from https://www.det.nsw.edu.au/policies/student_serv/equity/comm_rela/d04_23_ESL_Guidelines.pdf • NSW Department of Education and Training. (n.d.). Picture Dictionary for ESL Beginners. Retrieved on October 10, 2013, from http://lrr.cli.det.nsw.edu.au/web/eslpicturedict/ • Parramatta West Primary School. (n.d.). Retrieved October 5, 2013, from http://www.parramattw-p.schools.nsw.edu.au. • Pic-lits – Inspired Picture Writing. (2007). Retrieved October 7, 2013, from http://www.piclits.com/compose_dragdrop.aspx. • Scott, S. (n.d.). Collaborative Learning Project. Retrieved on October 10, 2013, from http://www.collaborativelearning.org • Sitko, M.B. (1998). Knowing how to write: metacognition and writing instruction. In D.J. Hacker, J. Dunlosky & A, Graeser (Eds). Metacognition in educational theory and practice. New Jersey: Lawrence Erlbaum (pp. 93-115). • State of NSW, Department of Education and Communities. (2011). Centre for Learning Innovation Sites2See. Retrieved on October, 10, 2013 from http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/8005/ • Whittingham, J., Huffman, S., Rickman, W., & Wiedmaier, C. (Eds.). (2013). Technological Tools for the Literacy Classroom. IGI Global. • Wikispaces Classroom. (2013). Retrieved October 5, 2013, from http://www.wikispaces.com.