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My previous post discussed the critical need for the establishment of MTSS if the needs of all students is to be met. I strongly believe that it is not possible to talk about MTSS without making reference to RTI – Response to Intervention. RTI was developed as an approach to identify and support students through…
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A teacher recently shared her frustration at her school’s decision to dismantle multi-tiered systems of support (MTSS) for various reasons, one of which she suggested was staffing constraints. When I first started teaching 40 years ago, concepts of MTSS and RTI weren’t really in my vocabulary. Today, I can’t imagine any school system that genuinely…
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Just a short post today because it excites me when I find others who share similar ideas. In my last post, “Accessing Reading in School”, I discussed the importance of every learner, and in particular, the EAL/D learner in high school, reading extended texts in each and every lesson. This post that I came across…
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There isn’t enough reading in high school classrooms., and my contention in this blog post is that the EAL/D learner, if not all students, must be reading extracts and whole texts each and every day.
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While I generally write about english language learners in high school, I was triggered to respond to some disturbing attitudes towards the teaching of students with autism. While there is a lot of grief about the support teachers get to deal with complexities in the classroom, we must never forget that at the heart of…
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The author reflects on their teaching experiences in Australian schools, highlighting challenges with reading instruction for EAL/D learners. Despite claims that students read frequently, active engagement and comprehension are often lacking. The text emphasises the need for explicit reading instruction focusing on vocabulary and syntax to support language development effectively.
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To support EAL/D learners in the classroom, it’s essential to create a safe and inclusive environment that addresses their language anxiety. Techniques like providing time for reflection, using supportive peers, and employing structured routines help minimise communication apprehension and foster effective language acquisition. Understanding individual needs at different bandscale levels is crucial for promoting confidence…
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Mali, a newly enrolled 18-year-old student, sought feedback on an AI-generated analytical essay draft. While eager to succeed, she struggled with language and analysis, missing essential elements of the task. The discussion highlights the need to harness AI responsibly while prioritising explicit teaching for EAL/D learners to develop essential skills and comprehension.
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The article highlights the importance of equitable support for beginning language learners in schools, particularly those at bandscales 1 and 2. It shares two contrasting student profiles to illustrate how classroom settings and teacher support significantly affect learning outcomes. The need for tailored educational strategies rather than rigid systems is emphasised for fostering student success.
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In my earlier blog entry, I shared some strategies that a teacher might use immediately when a new beginner learner enters the inclusive classroom. Once you’ve identified the student’s acquisition stage, you will be able to plan for a strategy to address their needs. Before we look at some possible strategies, let’s review some key…