Inquiry Question: How can I utilise TESOL strategies in a Learn, Create, Share setting for Year 7 & 8 students reading below the reading age of 8 years old.
Achievement Challenge: Improve the achievement of students with additional needs in the learning areas of English/key competency using language symbols and texts.
Why this line of inquiry? I've chosen to take this line of inquiry based on Woolf Fisher research. Research showed that especially in Year 7 & 8, reading tended to move further and further away from the national norm. This was particularly true for Pasifika students.
Why TESOL? TESOL stands for Teaching English to Speakers of Other Languages. The make-up of my 'target group' in my literacy is class are 8 students who are reading below the reading age of 8 years old. This group has 5 student's whose English is their second language. 4 Tongans and 1 Samoan. The group also has 3 students (2 Tongan and 1 Samoan) with learning difficulties or some sort and cognitively struggle to read simple texts.
Starting point/Hunches: TESOL strategies are purposely set up for students so their learning is repeated over and over again, and in the process, scaffolded so eventually they'll be able to say or write and read on their own. So I think if I apply and use TESOL style strategies and activities on students who are ESOL learners, students who are not speakers of another language would still benefit because they need the same repetition and scaffolding second language learners need.
This balances and encourages receptive and productive forms of learning. Making learning rewindable will be of great benefit to this particular group. This means the work they have completed is there on the site for them to access again at a later date.
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