Engaging with Literature for EAL students in the English classroom by

INTRODUCTION

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Australia is becoming an increasingly multicultural society and this is being reflected within our classrooms. Now more than ever before there are students from all around the world with diverse backgrounds enrolling into Australian primary and secondary schools. Many of these students do not speak English as their first language outside of school. These are referred to as English as an Additional Language learners (EAL). In Victoria, EAL learners make up 13 percent of all students (Victorian Department of Education 2017). The Australian government has developed a variation of the national curriculum for EAL students, however teachers still face many challenges intergrading these students within their classes. Unfortunately it is not possible within classrooms to replicate the natural way children learn their first language, especially given the importance of one-on-one interaction (Hyde, Carpenter & Conway 2014). However, by utilizing a number of techniques it is possible for students develop their vocabulary in an additional language in mainstream schools.

It is compulsory for all students to study English right through their education, including in VCE. Therefore, it is essential that EAL learners are able to participate and understand the tasks and requirements within the English classroom regardless of whether they enroll in year seven or later in their secondary education. Research shows that EAL students benefit from learning language in a context that is relevant and authentic (Gibbons 2002, p. 120). Therefore, taking a functional approach to teaching language is essential in all subjects not just within the English classroom. This involves “language as the medium of learning” rather than as something separate to the content (Gibbons 2002, p. 119).

A large part of studying English involves engaging with literature in a multitude of forms whether it be through books, film, poetry etc. Therefore I selected this topic as it is relevant to almost all areas of English and can be implemented across all year levels. I am studying English teaching myself so by developing some helpful strategies I hope that they will be of assistance to myself in the future when I am teaching my own students.

The strategies I have created do not have to be limited only to EAL students. The aim of these strategies is to make engaging with texts more approachable for all learners as they consider the literature through a number of alternate ways. Therefore, these strategies may also help students with learning difficulties who struggle to learn using a more traditional rote learning method.

I have personal experience working with EAL learners and have witnessed firsthand the difficulties and frustrations they can face in an English classroom. Whilst on placement in 2015 I spent time with a year 9 English class. There was a new Chinese student who had just enrolled mid-year. The class was required to construct an oral presentation and present this to their peers. Whilst the new EAL student had some terrific ideas he struggled to put these into writing and then reading aloud to the whole class was completely overwhelming. This made me realize the extent to which EAL learners are challenged every day and thus made me appreciate the need to develop alternate strategies to assist their engagement in the classroom.

A brief background on issues that EAL students can face whilst learning English. (formerly known as ELL)

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STRATEGY ONE

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This strategy would be best utilized when studying a form of written literature such as a novel. The task involves students selecting a key part of the text. They are to be given some time to plan and rehearse and then they will act out their part without using any words or sounds. The rest of the class then has to guess what section of the text they are performing. This is very similar to playing the well-known game charades.

The reason I have created this strategy is because it does not rely purely on writing an essay or review to demonstrate understanding. Often EAL students can read and understand English but have difficulty writing and forming their own written responses. Therefore this strategy can help to overcome this issue. Students will still be demonstrating their understanding of the text as they will be transforming it from written language into a physical performance. By ensuring that the performance is done silently it is also helping EAL students who may not be confident speaking in front of their peers.

The aim of this strategy is to encourage students to consider a variety of factors that are embedded within text rather than purely words and language. For example, students may need to consider the emotions they would need to portray or the actions they could utilize to demonstrate an event.

Another benefit of this strategy is that it caters for students, not just EAL, who learn in a variety of ways. It encourages creativity and kinesthetic learning which many students respond positively towards. Furthermore, students could involve elements of humor or comedy in their performances which can help to increase their sense of self-confidence.

Ultimately this strategy is a great way to include EAL learners without an overwhelming focus on written and oral language. It does still encompass an element of reading but allows students to be creative in their responses and turns the learning into a fun game for the whole class.

Resource 1: Novels can become Plays

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Resource one: Storyboards in a year 7 class

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Resource two: Scriptwriting and storyboards

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STRATEGY TWO

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This second teaching strategy again involves EAL learners who are engaging with a written text. This time get students to work in pairs with their classmates and create a storyboard as though they were turning the written text into a short film.

This strategy will encourage the students to select key parts of the text and visually represent them as though they were on film. Once again this is allowing the students to be creative in their approach and is not heavily reliant on written language. The students must work together to transform the literature from written form and into a sequence of visual graphics.

For EAL students this will be an opportunity to interact and work with their classmates in a small group. This will involve using their verbal language as they will need to agree on what visual to put in each scene on their storyboard.

I chose this strategy as it encourages students to think critically- a skill that goes beyond the classroom. In order to fit the text into a short storyboard the students will have to condense and edit down the story into key stages. This will also demonstrate how well the students have been able to understand the written text and whether further assistance would be required.

As there is not one right or wrong way of completing this task it can also help to build the confidence of EAL learners. The teacher can use this strategy to highlight things that have been done well and also suggest improvements.

Resource Two: Vocab Charades

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This video could be shown to the class before the activity begins to give them some ideas for how to approach their scene

CONCLUSION

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Both of the strategies discussed above aim to help EAL students engage with literature in a more active and creative way. Utilising these approaches may be a good way to help build the confidence of EAL learners and also a fun way to encourage interaction with their peers.

Whilst these strategies will not replace the need for written responses, they can be viewed as a tool that will assist EAL learners to connect language to the relevant context.

These strategies can be utilized for all students’ not just EAL learners. It may be a good way to begin or break up a long lesson if students are restless or struggling to remain focused. By getting them up out of the seats for a charades activity they can have a bit of a break whilst also considering the text in a different context.

Overall these strategies aim to help students engage with texts by creating a fun environment where they can utilize creativity and originality to express their understanding.

REFERENCE LIST

ibbons, P 2002, ‘Learning language, learning through language, and learning about language: developing an integrated curriculum’, Scaffolding language, scaffolding learning : teaching second language learners in the mainstream classroom, Heinemann, Portsmouth UK.

Hyde, M, Carpenter, L & Conway, R 2014, ‘Linguistic and cultural diversity’, Diversity, Inclusion and Engagement, 2nd edn, Oxford University Press, South Melbourne VIC.

Victorian Department of Education and Training 2017, English as an Additional Language, Victoria State Government, retrieved 15th January 2017, < http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/Pages/default.aspx>

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