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Teresa has worked at St John’s C of E for over 2 years. She differentiates for all ability levels but, up to now, she has never had to consider the needs of a child new to English in her class. Teresa admitted to initially feeling a little anxious, however, after seeking advice, referring to the new arrivals procedures at the school, working closely with her teaching assistant, Rumena Aktar, and giving a lot of careful thought to her planning, Teresa put the following in place:
Before arrival:
On reflection, Teresa explained she felt she was using similar skills to when she taught English as an Additional Language in France. Teresa feels that Elaine has felt welcomed and involved. She doesn't feel that Elaine is isolated and feels she is always included and successful.
As a proud year 3 teacher, she is excited to see how much Elaine has learnt and the rate of progress although slightly worried she about constantly challenging her with higher order thinking skills alongside learning the language!
Note that the new arrival’s name has been changed for confidentiality purposes.
11 fantastic resources to promote elements of international mindedness...
I have taught ESOL (English for speakers of other languages who live in an English-speaking environment) for over 15 years. Many of my students have recently moved to England. Their reasons for learning English have varied greatly; from learning it out of necessity to learning it just for fun. Likewise, their learning backgrounds have been vastly different. Some students have had very little or recent education, while others have had higher education.
It is difficult enough to teach a classroom of new students as a substitute teacher (or relief teacher as we call them in New Zealand), but when the class contains or is composed of English Language Learners and there has been no work set, it can make a relief lesson more of a challenge.