reflect on and evaluate View the SBS news story about a Zimbabwean language school SBS World News story personal responses to in Perth which children attend on weekends. parents' language ‘Learning and those of others helps keep culture alive’, Think, pair, share activity Students consider the following questions: – communicates What is your first language (‘mother tongue’)? See the guide on Pair EAL12-1B ‘Think information, ideas and opinions in a What is your home language? Is it the same as your Share’ produced by the range of familiar and unfamiliar language? Do you have more than one home language? Learning Experience Design personal, social and academic How many languages do you understand? How many do you unit of the NSW Department contexts speak? of Education, Students: When did you learning English? Why did you begin learning participate in a range of English? How did you learn it? rehearsed and impromptu What you consider to be your dominant language? Which interactions language do you think in? Which language do you dream in? In what situations do you use your home language(s) and in EAL12-7 integrates understanding what situations do you use English? Why? of the diverse ways texts can represent personal and public In pairs (or groups of three), students describe their language worlds backgrounds and English language learning experiences to one Students: another. Students introduce their partner to a larger group or the whole respond to and compose class by describing their language background(s) and English language which make connections learning experiences. between personal and public worlds Factors to consider when choosing partners include: language background (eg partnering students from the same or EAL12-8 analyses and evaluates similar language backgrounds or from different language cultural references and perspectives backgrounds) in texts and examines their effects gender on meaning friendship groups Students: student motivation generalise about the effects changing or maintaining pairings or groupings of language experiences and culture on responding to and composing texts EAL12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner
reflect on and evaluate personal responses to and those of others EAL12-1B communicates information, ideas and opinions in a range of familiar and unfamiliar personal, social and academic contexts Students: participate in a range of rehearsed and impromptu interactions EAL12-7 integrates understanding of the diverse ways texts can represent personal and public worlds Students: respond to and compose which make connections between personal and public worlds EAL12-8 analyses and evaluates cultural references and perspectives in texts and examines their effects on meaning Students: generalise about the effects of language experiences and culture on responding to and composing texts EAL12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner View the SBS news story about a Zimbabwean language school in Perth which children attend on weekends. Think, pair, share activity – Students consider the following questions: What is your first language (‘mother tongue’)? What is your home language? Is it the same as your language? Do you have more than one home language? How many languages do you understand? How many do you speak? When did you learning English? Why did you begin learning English? How did you learn it? What you consider to be your dominant language? Which language do you think in? Which language do you dream in? In what situations do you use your home language(s) and in what situations do you use English? Why? In pairs (or groups of three), students describe their language backgrounds and English language learning experiences to one another. Students introduce their partner to a larger group or the whole class by describing their language background(s) and English language learning experiences. Factors to consider when choosing partners include: language background (eg partnering students from the same or similar language backgrounds or from different language backgrounds) gender friendship groups student motivation changing or maintaining pairings or groupings SBS World News story ‘Learning parents' language helps keep culture alive’, See the guide on ‘Think Pair Share’ produced by the Learning Experience Design unit of the NSW Department of Education,
stage-6-english-eald-support-material-module-b-language-identity-and-culture.docx