Name: Malik Year level: 12 Age: 17 Country of origin: Iran ELLP: Oral language: Stage 1; Reading: Stage 1B; Writing: Foundation Stage B Malik has been in NZ for 6 months. He can speak clearly in English using long, but not necessarily standard, phrases. He relies heavily on formulaic phrases, but is developing his own hypotheses about English and enjoys experimenting with these in oral communication. He uses a wide range of high frequency colloquial phrases. He can retell main ideas from listening to a text at level one (ELIP), and is functioning at stage 1, in oral work. Malik can negotiate simple transactions and express his own opinions. However, with written text Malik is at foundation stage B. His sentences show a restricted range of learned structures, and a wide range of errors. Malik is reading at Stage 1B.
His e-tutor supported him initially pointing out learning benefits for him especially with written text, and he keeps copies of all the work he has done in his e-portfolio.
Reading text example
Malik is able to work independently and enjoys 'tweeting' (micro-blogging), emailing to and chatting with his e-buddies and friends in his online community. He accesses online bilingual dictionaries and spends time searching for images and music on the Internet. He has thrived in the online environment and although now mainstreamed for mathematics and optional subjects he is still able to access his online learning community for curriculum support.
He likes to access online texts at his level including the Selections series, and spends time reading books in Farsi that he finds online, for example, The Most Beautiful Song, and Not Dry, Not Wet.
Malik is becoming adept at accessing resources from the Internet that have been developed and published by his peers from around the world; for example he used some of the information he heard in these podcasts from the Robert Frost Middle School wiki to help him with a piece of his homework for Module One.
Malik also stores his own resources online. For example, with his e-tutor he has created an online word bank of maths language in Farsi using a free wiki tool. He shares this with the other Farsi speaking students in his learning community, who are working with him to continue adding entries.
The ELLINZ blended course has a Moodle (online Learning Management System) component which is easily accessible by students whenever and wherever they can use a computer with Internet connectivity. DVDs are also available on request where students have fewer opportunities to access the Internet. The ELLINZ course design is underpinned by Sociocultural principles and as such Malik is encouraged to engage in scaffolded activities and tasks, with a focus on peer interaction and support.
Initially, Malik watches the videos designed to scaffold basic ICT literacy skills to check his understanding of the vocabulary required (see for example Computer Nouns and Computer Verbs). He enjoys completing the interactive online exercises for recycling this vocabulary such as computer 'hangman' and computer parts wordsearch.
E.g. Videos for computer access - nouns
E.g. Videos for computer access - verbs
Malik enjoys the social interaction of attending mainstream classes but he is frustrated by his inability to achieve mainstream learning outcomes. Malik has begun first topic related module in the ELLINZ course - Science: Living World/Evolution (to explore how some living things in NZ are quite different from living things in other areas of the world), and is moving through this quickly choosing the more advanced options built into the course.
Example activities for pre-literate learners: sequential and increasing in level of difficulty over time(not exhaustive) - See visual, hear and see text and repeat / record - Hear the word and spell it - Play the games e.g. Memory - 'we saw an example of this...' - Play barrier activity with another student. Both have a list of words and have to say if they are the same word or different. - Sort pictures into 2 piles. One they know the names of and ones they don’t - Do some of pre-literate activities for words they don’t know - Use word cards strategies - Use a barrier activity e.g. student A has written text‘ e.g. a dolphin’, student B has either a picture of a dolphin or a different animal - Use pre-written words and sentences to complete lists - Write titles for pre-selected groups or own groups - Barrier activity 1 - ‘Appearance’. Student A has ‘A cow has four legs’ Student B has either a picture of a cow or a different animal - Hear and see sentences and match to pictures e.g ‘A cow has four legs’ - Barrier activity 2 ‘Habitat’, e.g. Students A has ‘a cow lives in a field’, Student B has picture of matching or non matching habitat - Barrier activities could be done as a game of Memory - Cloze completion where missing words represented by visuals e.g. A (picture of cow) lives in a (picture of field) - Stage 1 students could dictate their sentences from the core activity to Foundation students who could email their sentences to Stage 1 for correction. - Sort online pictures and find more pictures to put in groups. Extend the number of groups for the more able - Match written sentences and pictures - Match spoken sentences and pictures - Complete interactive activities (online and paper-based); e.g. a wordsearch (afterwards compare answers in pairs) - Students dictate words to each other and email to partner to check - Access audio and visual activities; e.g. students select correct collocations - Use texts as barrier cloze. When completed compare with original - Students find information about an animal from their country of origin and colour code the different parts of the text. Add the information to the ethnic boxes in Moodle - Complete text reconstruction - Complete more complex text reconstruction - Complete a cloze or barrier cloze of labelled text and compare - Write texts about other animals for partners to label with title, classification and description