Teaching English as a Second Language - Formal Report PDF

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EDLA387: Assignment 3 – Essay Formal Report Prepared for: Dr Susan Feez, unit coordinator Prepared by: Elisabetta Rossi 24th April 2017 1|Page ABSTRACT This report was written to analyse learning needs and circumstances of a student learning English as a second language in order to pass the IELTS te...

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Teaching English as a Second Language - Formal Report Elisabetta Rossi

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EDLA387: Assignment 3 – Essay Formal Report

Prepared for: Dr Susan Feez, unit coordinator

Prepared by: Elisabetta Rossi

24th April 2017 1|Page

ABSTRACT This report was written to analyse learning needs and circumstances of a student learning English as a second language in order to pass the IELTS test for visa purposes. The study was undertaken under a cycle of four one-to-one classes targeting specific areas of speaking and writing. Major findings show that faster and noticeable improvements were gained on the speaking area. Thus, this confirms that activities such as face-to-face conversation (BICS) are easier to achieve than more cognitively demanding tasks, such as writing (CALPS), for an intermediate user.

2|Page

Table of Contents Introduction

p.4

1. Student profile

p.5

2. Situation Analysis

p.5

3. Needs Analysis

p.6

4. Curriculum/Syllabus environment

p.6

5. English language teaching and learning principles, strategies,

approaches, methods

and

management techniques. 6. Resources

pedagogies, classroom p.6 p.8

7. Teaching sequence relevant to the student’s needs 8. Assessment and evaluation

p.9 p.12

Conclusion

p.13

Recommendations

p.13

References

p.14

Appendix

p.15 3|Page

Introduction

Sara is a student learning English as a second language with the purpose of passing her IELTS test with a sufficient score in order to gain her permanent visa in Australia. In addition, the student hopes that improving her English proficiency will concur with better job opportunities and life standards. Sara sat her IELTS test previously gaining a poor band score especially in speaking and writing. Thus, these two areas were the target of a structured teaching and learning cycle in order to provide her with support and scaffolding for independent production of target texts. Next, attention was given to forms when appropriate and needed as student mastered metalanguage even if L1 influence was strong and affected her errors. A range of resources combining ICT and standard textbook material was provided to target multiliteracies (Derewianka & Jones, 2012) and student’s learning preferences. Assessment showed student’s faster achievements in speaking with need of more continuous support for writing tasks. Evaluation of the program resulted in positive results achieved by the implementation of teaching and learning cycle, however further strategies need to be researched in order to provide more effective scaffolding for writing.

4|Page

1. Student profile Sara is an Italian student I have been tutoring for a cycle of four classes in preparation for her IELTS General Test. She is 33 years old, her background is Italian and she has been living in Australia for the last two years. She holds a Diploma in Accounting. She has been studying English since primary school in mainstream classes. Her motivation for improving English now is – firstly, to pass her IELTS test for VISA purposes with a minimum score of at least 5 in each band – and secondly, to aspire for better work opportunities. Motivation for Sara is mainly extrinsic and instrumental as she has no intrinsic motivation in learning English since she finds it hard and causes her a lot of distress (Harmer, 2015).

2. Situation Analysis Due to the particular teaching context of the one-to-one lessons, student’s learning preferences have been considered of utmost importance. Sara wanted home tutoring within the comfort and familiarity of her house. The quality of the English learning environment was good, materials and technology were available as well as a variety of textbooks. I was her only TESOL tutor and we both share our L1, Italian. My background is teaching LOTE (Italian) in a language school as well as privately tutoring Italian students in ESL. In designing the curriculum for this cycle of lessons, the IELTS syllabus has been considered, particularly in regards to the speaking and writing sections. Most importantly, it was a learner-centred curriculum derived from the understanding of how this particular student learned and could be empowered being engaged in the process (Nunan, 1988). Diagnostic assessment was necessary in order to plan exactly what areas of language and literacy needed to be addressed (de Silva & Joyce, 2012). Formative and dynamic assessments were also employed in order to monitor student’s progress, improve teaching and understand the level of support still needed by the student. A final summative assessment was only used for writing tasks 1 and 2.

5|Page

3. Needs analysis The student’s learning needs were mainly improving speaking and writing skills. Grammar needed to be addressed accordingly when appropriate. The level of English required was a minimum IELTS band 5 to be achieved in order to apply for an Australian visa as well as getting better employment opportunities. Objectives: 

Student will gain confidence in the Key IELTS test areas of speaking and writing



as well as developing familiarity with the test format.



vocabulary and functional language.

Student will increase knowledge of target texts and control of grammar,

Student will become acquainted with writing performance descriptors: task achievement, coherence and cohesion, lexical resource, grammatical range and



accuracy. Student will become acquainted with speaking performance descriptors: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation.

4. Curriculum/Syllabus environment The syllabus used was taken from the IELTS Syllabus 2017 for speaking and writing (IELTS, 2017) and matched to student’s interests and learning preferences (Harmer, 2015). It arose from a diagnostic assessment of speaking and writing in order to target needs and prepare model/mentor texts (de Silva Joyce & Feez, 2012).

5. English language teaching and learning principles, approaches, pedagogies, strategies, methods and classroom management techniques. The principles of identity and investment together with interaction seemed the most suitable to follow with this type of student. In fact, Sara was aiming at becoming part of the community- by gaining her Australian visa and getting a better paid job – while investing commitment and motivation in order to increase her cultural capital.

6|Page

Furthermore, due to the very nature of the one-to-one lessons, interaction between student and teacher made communication effective and learning was facilitated by collaboration and scaffolding (Brown & Lee, 2015). Next, the eclectic approach adopted combined mainly Communicative Language Teaching (CLT) and text-based language teaching. CLT was suitable for developing speaking skills through task-based language learning which also included more explicit teaching of forms where needed and appropriate (Harmer, 2015). In addition, text-based language learning offered models of the target language in both speaking and writing as well as providing scaffolding for the independent construction (de Silva Joyce & Feez, 2012). A combination of on-line and off-line correction was provided in order to give positive feedback during speaking tasks. On-line correction often employed metalanguage - as student was familiar with it - and re-casting worked well to reword sentences. Off-line correction was very valued by the student and information on where to find further information about the language used was provided. Process writing helped Sara to get involved in drafting and editing. Summative feedback was employed in writing when doing practice tests under exam conditions. The majority of errors in both speaking and writing were often due to the heavy L1 influence (Harmer, 2015). The teaching and learning cycle (TLC) was the strategy employed in order to provide scaffolding and set the student up for success (de Silva & Joyce & Feez, 2012). Highchallenge activities were chosen to stretch student’s capabilities when selecting sample tests which the student seemed to be less familiar with, in terms of content knowledge and vocabulary. Finally, flexibility and adaptability were the two main benefits of one-to-one lessons. Topics could be changed according to student’s interest, the pace could be modified as well as the teaching environment. A few ‘magic moments’ (Harmer, 2015) allowed for unexpected interesting conversations which were extended into more formal activities. There was no need to manage behaviour with Sara, however praise and evidence of success were always needed to sustain her motivation.

7|Page

6. Resources The resources chosen to help the student with both speaking and writing are two examples of suggestions provided for further independent study: 

Study

English:

cause,

effect

and

countries

on

ABC

Splash

http://splash.abc.net.au/home#!/media/524081/study-english-cause-effect-and

countries



http://www.eslcafe.com/grammar.html

Dave’s

ESL

Café

–

Using

English

prepositions

Fun & Games http://learnenglish.britishcouncil.org/en/games

The first resource aims at improving the use of ‘cause and effect’ language in both writing and speaking since the student often seems to lack vocabulary to express relationships between events. The video lesson helps with finding relevant word choices like ‘causes’, ‘leads to’ ‘results in’ and grasping the concept of coherence as required by the IELTS marking criteria. It also helps the student to use the disjunctive conjunction –or- with the meaning of ‘that is’ in order to define a preceding word. Finally, it helps with understanding of suffixes and prefixes, spelling of new words and words adopted from other languages. Secondly, Dave’s ESL Café provides an extensive selection of grammar lessons. Topics are arranged in alphabetical order and are very easy to locate and access. Due to her strong L1 influence, Sara finds some grammar concepts confusing and difficult to grasp – especially the use of articles, prepositions and phrasal verbs, verb tenses and pronouns. Topics of interest were highlighted to her so that she could quickly find further explanation to errors discussed together. Lastly, the website Fun & Game was suggested to Sara to help practice her English in a fun way. This was an attempt to motivate the student to learn while having fun with the language since she found herself quite disengaged at times.

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7. Teaching sequence relevant to the student’s needs Lessons were delivered in order to cover the speaking and writing areas of the test following CLT and text-based approaches. The first two lessons focussed on speaking whereas the last two on writing. Each lesson lasted two hours. Lesson 1: Speaking Test Practice and Diagnostic Assessment – Modelling of a sample text – Vocabulary building strategies – task-based activities. Lesson 2: Dynamic assessment for speaking: pretest, guidance and support, and assessment. Lesson 3: Diagnostic assessment of writing test samples – Grammar highlights – Strategies for Task 1 – planning a letter/structure and paragraphs/spelling and punctuation/formal and informal grammar and vocabulary. Lesson 4: Task 2: Essay – Modelling/Deconstruction and Joint Construction of a text strategies for planning, vocabulary and cohesion. Lesson 4 – detailed description Student needs to develop strategies and knowledge for writing an essay of minimum 250 words. OUTCOMES/OBJECTIVES  Student will be able to plan an essay of 250 words and achieve a developed response  Student will be able to paragraph and maintain cohesion.  Student will be able to use an adequate range of vocabulary, appropriate word choice and spelling.  Student will develop good control of grammar and punctuation. MATERIALS/EQUIPMENT  Official IELTS practice material  Various textbooks  Computer  Internet access ** see next table PROCEDURES ** see next table ASSESSMENT Student works alone writing an essay during EXTRA WORK independent construction at home. AIM/GOAL

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Activity sections/ materials 1. Modelling/ Deconstructing Planning the essay

Interaction

Procedure

Controlled teaching- T models S the genre of the target text

T presents S an essay title

Formative Assessment

Time in minutes 1

T shows S a Teacher brainstorming and observation of mindmapping student’s suggestions on activity brainstorming, T deconstructs the highlighting essay title and part of texts, the models it by using paraphrasing it. flowchart and Strategy: wordsplash, highlighting part of organizing a word wall and texts paraphrasing. T shows S how the essay is organized into introduction, 2/3 body paragraphs and conclusion. Strategy: flowchart for sequencing stages.

10

How to put examples

T shows S a range of linking words and how to use percentages. Strategy: Wordsplash

5

Linking words

T provides a list of words from essay and S sorts them out in various categories, i.e listing, giving examples, results and consequences etc. on a word wall. Strategy: Word sorting.

7

How to write a conclusion

T lists linkers to use.

6

How to write an introduction

Paragraphing

6

10

10 | P a g e

T shows how to paraphrase the thesis statement. Strategy: critical conversation about how to paraphrase the thesis statement. 2. Joint Construction

T and S S chooses an essay collaborate title from a list to construct available. a text T and S watch a youtube video/read an article on the net to build the field.

1

T provides support on understanding purpose and audience; field, tenor and mode (Hertzberg, 2012).

10

T acts as a scribe, checks for understanding and scaffolds S’s learning (Derewianka S and T brainstom & Jones, and mind map. 2012). T S and T plan essay observes and drawing a graphic records where organizer. scaffolding is still needed. S follows models from previous activity to write paragraphs. T uses strategies for joint construction: think aloud/ statements to guiding questions, paraphrasing and recasting. (Rossbridge & Rushton, 2014)

5

10

40

T and S use metalanguage as they write and edit the text.

11 | P a g e

3. Independent Construction

S alone

S and T recap and read essay together. S works alone on an essay title at home. S sends T essay for correction and summative assessment.

4

(Harmer, 2015)

8. Assessment and evaluation A diagnostic assessment was performed in order to analyse student’s learning needs in speaking and writing. As for speaking, teacher and student perform a speaking sample test together, whereas writing is assessed by selecting two student’s writing texts – one for each task. Formative assessment is used to monitor student’s needs and progress as well as to improve teaching and scaffolding. Achievements are assessed differently in speaking and writing. Dynamic assessment is used for speaking, as it offered more pertinent ways for on-line feedback and immediate understanding of the student’s ability to complete the task successfully or if she still needed help (de Silva Joyce & Feez, 2012). On the other hand, writing was assessed through a summative assessment of the independent construction of both Task 1 and 2. Student also performed an individual referenced assessment of her achievements by comparing her final scores to her previous performance (Feez, 2017). Student improved in speaking increasing her score from 4.5 to 7, but gained less in writing going from 4.5 to 5.5. This shows how more cognitively demanding and context-reduced tasks, such as writing, pose more challenges for an intermediate user developing skills from BICS to CALP (Acevedo, 2013). Evaluation of the program was carried out both during teaching and at the conclusion. Informal discussion with the student and analysis of her performance through formative assessment was applied to evaluate the program as well as the student’s final achievement measured against IELTS test final score (de Silva Joyce & Feez, 2012).

12 | P a g e

Conclusion Sara improved her scores in the IELTS test especially in the area of speaking. The final results in both speaking and writing were over the minimum required in order to meet the requirements of her visa. Student’s needs were met and fulfilled, although further research is carried out on teacher’s side to improve scaffolding and modelling of writing texts.

Recommendations Future action should be taken in order to put in place more effective strategies for more cognitively demanding and context reduced writing tasks (CALPS). A particular set of activities should be developed in relation to a student, like Sara, who has been learning English for over five years - the time necessary to achieve CALPS – but not been exposed enough to the language yet except for the time spent in Australia (usually less than two years due to visa timeframes).

13 | P a g e

References Acevedo, M. (2013, May 31). James Cummins: BICS and CALPS [Video File]. Retrieved from https://www.youtube.com/watch?v=cjFw9aC8jnY Brown, H. D., & Lee, H. (2015). Teaching by principles. In H. Douglas Brown & H. Lee (4th ed.), Teaching by principles: an interactive approach to language pedagogy (pp. 66-87). White Plains, NY: Pearson Education. De Silva Joyce, H., & Feez, S. (2012). Text-based language and literacy education Programming and methodology. Sydney: Phoenix Education. Derewianka, B., & Jones, P. (2012). Teaching language in context. South Melbourne (Victoria): Oxford University Press. Feez, S. (2017). EDLA 387: Topic 7: Assessment and evaluation [Topic notes]. Armidale, Australia: University of New England, School of Education. Retrieved from https://moodle.une.edu.au/pluginfile.php/1447182/mod_book/chapter/277530/E DLA388EDLA488EDLI502_T7_Assessment.pdf Harmer, J. (2015). The practice of English language teaching (5th ed.). Harlow, England: Pearson Education. Hertzberg, M. (2012).Teaching English language learners in mainstream classes. Marrickville Metro, NSW: Primary English Teaching Association Australia. IELTS. (2017). Test Format. Retrieved from https://www.ielts.org/about-the-test/testformat Hertzberg, M. (2012). Teaching English language learners in mainstream classes. Marrickville Metro, N.S.W.: Primary English Teaching Association Australia. Nunan, D. (1988). The learner-centred curriculum: a study in second language teaching. Cambridge, England: Cambridge University Press. Rossbridge, J., & Rushton, K. (2014). The critical conversation about text: Joint construction. Retrieved from http://www.petaa.edu.au/imis_prod/w/Teaching_ Resources/PPs/PETAA_Paper_196___The_critica...